Consulting Pupils: What's In It For Schools?

By Julia Flutter, J. Rudduck. 2004

516 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1300f8c0643006346e78d80b48fe45e15ea32d33

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Citations in the corpus

How teachers value and practise professional learning (2005, background): “…growing evidence for the richness and insightfulness of pupils’ perspectives as sources for teachers’ learning (Cooper & McIntyre, 1996; Rudduck et al., 1996; Fielding & Bragg, 2003; MacBeath et al., 2003; Arnot et al., 2004; Flutter & Rudduck, 2004; Rudduck & Flutter, 2004; McIntyre et al., 2005).”
Relational matters: A review of the impact of school experience on mental health in early adolescence (2010, background): “As Rudduck and Flutter (2004) have argued, what was striking about teachers”
‘We had to do intelligent thinking during recent PE’: students’ and teachers’ experiences of assessment for learning in post‐primary physical education (2010, background): “(Torrance and Pryor 2001, 629) The importance of student engagement and of seeking their perceptions and experiences of learning is widely supported (Flutter and Rudduck 2004; Cowie 2005; Munns and Woodward 2006).”
Children's rights and educational policy in Europe: the implementation of the United Nations Convention on the Rights of the Child (2012, background): “In this instance, the growing body of evidence about the value of student voice being generated by educational researchers (see in particular, Flutter & Rudduck, 2004) aligned with the legal and moral imperative in the CRC to generate formal commitment from government.”
Teacher development and pupil voice (2007, background): “(Further details about the Exmouth Community School project can be found in Flutter and Rudduck, 2004.)”
‘This place could help you learn’: student participation in creating better school environments (2006, background): “As a result of the growth of interest in the student voice movement (Flutter & Rudduck, 2004), educational research has increasingly focussed on listening to what young learners say about the conditions of learning they experience in schools and classrooms.”
Students without voices: the unheard accounts of secondary school students with social, emotional and behaviour difficulties (2010, unknown): “Paradoxically, the teachers themselves need to help students to challenge the notion that teachers know best and start believing more in themselves (Flutter and Rudduck 2004).”
From data source to co-researchers? Tracing the shift from ‘student voice’ to student–teacher partnerships in Educational Action Research (2016, background): “(Flutter and Rudduck 2004, 135) We see three clusters of issues as central to this argument, issues that indeed are central to discussions of student voice more generally; mainly in the context of schooling, but also in tertiary education – namely issues of power and authority, issues of process,…”
Improving the transfer to secondary school: how every child's voice can matter (2008, background): “Involving students in decision making can bring a range of benefits for pupils, teachers and schools as organisations (Flutter and Rudduck, 2004).”
Lessons learned: student voice at a school for pupils experiencing social, emotional and behavioural difficulties (2009, background): “Like many such projects undertaken at mainstream schools (Flutter and Rudduck 2004), it seems apparent that the students who selected themselves for this project would have come from the most literate, mature and pro-democratic section of the school community.”
Young people, new technologies and learning at home: taking context seriously (2012, background): “The first was the growing body of literature on ‘consulting pupils’ or ‘student voice’ (e.g. Fielding, 2004; Flutter & Rudduck, 2004; Rudduck, 2006).”