From hearing voices to engaging in dialogue: problematising student participation in school improvement

By Carol Lodge. 2005

287 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/8890e501395b7f701eb8269321e95d9d8de1646e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. A. Cook‐Sather
2. P. Nowak
3. Alf Lizzio *
4. K. Wilson
5. U. Mager
6. Paul Ginns
7. B. Jackling
8. Theo J. Bastiaens

In Sociology and Political Science

1. A. Cook‐Sather
2. P. Nowak
3. Alf Lizzio *
4. K. Wilson
5. U. Mager
6. Maria Hvid Stenalt
7. Berit Lassesen

Citations in the corpus

• Student participation in university governance: the role conceptions and sense of efficacy of student representatives on departmental committees (2009, background): “At the most basic and passive level, student feedback might be informally sought on specific issues (Lodge 2005 ).”
• Effects of Student Participation in Decision Making at School. A Systematic Review and Synthesis of Empirical Research. (2012, methodology): “An additional argument underlines the importance of student participation in school improvement (Lodge, 2005; Rudduck & Fielding, 2006).”
• Youth engagement in high schools: Developing a multidimensional, critical approach to improving engagement for all students (2009, background): “Critical youth engagement can also provide considerable value to educational institutions (Cook-Sather 2007b; Lodge 2005).”
• Multiplying perspectives and improving practice: what can happen when undergraduate students collaborate with college faculty to explore teaching and learning (2014, background): “…experience” (Rubin & Silva, 2003, p. 2) among students and caution that genuine student voice can be undermined by tokenism, manipulation, and practices not matching rhetoric in student-voice projects (Atweh & Burton, 1995; Fielding, 2004a; 2004b; Holdsworth, 2000; Lodge, 2005; Lundy, 2007).”
• From traditional accountability to shared responsibility: the benefits and challenges of student consultants gathering midcourse feedback in college classrooms (2009, background): “Every step of this approach, then, positions student consultants as active participants (Lodge 2005), co-partners in analysis and decision-making (Holdsworth 2000), and not only active respondents but also co-researchers (Fielding 2004b).”