Pupil Participation and Pupil Perspective: 'carving a new order of experience'

By J. Rudduck, Julia Flutter. 2000

514 citations recorded by the source corpus.

Subfields: Gender Studies, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/f75c52f289f2e54967cc99cb37e9f776117add89

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Citations in the corpus

Important but not for me: students’ attitudes towards secondary school science in England (2005, background): “They also regard such accommodation as central to creating effective conditions for learning and, therefore, to raising the standards of work in schools (Rudduck et al., 1996; Rudduck & Flutter, 2000; see also ESRC, 2004).”
Characterizing children’s spontaneous interests in science and technology (2005, background): “Likewise, Rudduck and Flutter (2000) regard it as strange that, in a climate that privileges the consumer, pupils in school have not been considered as consumers worth consulting.”
Using questions sent to an Ask‐A‐Scientist site to identify children's interests in science (2006, background): “Similarly, Rudduck and Flutter (2000) regard it as strange that, in a climate that privileges the consumer, pupils in school have not been considered consumers worth consulting.”
Implementing children’s human rights education in schools (2010, background): “…pedagogy necessary for rights-based education, for example the use of cooperative learning and role-play, but also specific training on how to listen to children, how to help students express their learning needs, and how to respect the participation rights of the child (Rudduck and Flutter, 2000).”
Increasing Student Voice in High School Reform (2009, background): “They have led to improvements in curriculum and assessment development, such as by students offering instant feedback during staff development sessions (Fielding, 2001; Ruddock and Flutter, 2000).”
Models of successful principal leadership (2006, background): “Findings from studies of student (Rudduck & Flutter, 2000 ), teacher (Berends, 2000 ; Silins & Mulford, 2002 ) and teacher, student, ancillary staff, governor and parent (Day et al , 2000 ) perspectives provide particularly rich sources of evidence about principal leadership.”
‘She doesn't shout at no girls’: pupils' perceptions of gender equity in the classroom (2006, background): “Giving the pupils a voice was at the heart of the research design, both because of a philosophical commitment to valuing children's perspectives and because ‘pupils are observant and have a rich but often untapped understanding of processes and events’ (Rudduck & Flutter, 2000 , p.”
Emerging perceptions of teacher quality and teacher development in China (2014, result): “There are also links to other research which has looked at the perceptions of students in relation to effective teachers (for example Rudduck and Flutter, 2000; McNess, 2006; Klieme, 2012).”
Investigating students' beliefs about their preferred role as learners (2004, background): “It has been pointed out by Rudduck and Flutter (2000) that whilst teachers often attend training courses that help them cope with breaks from traditional ways of working, pupils have not benefited from such support and may use their ‘collective power to resist or subvert an innovation’.”
Leadership for Organisational Learning and Improved Student Outcomes—What Do We Know? (2003, background): “By their actions, or inaction, students, teachers, middle managers, and head teachers help determine the fate of what happens in schools, including attempts at reform (see, for example, Rudduck & Flutter, 2000; Berends, 2000; Dinham et al., 2000; Busher & Harris, 2000; Leithwood & Duke, 1999).”
Are small classes better? Understanding relationships between class size, classroom processes and pupils' learning (2006, background): “Email: dgp23@cam.ac.uk influences on the quality of their educational experiences in schools and classrooms (Cooper & McIntyre, 1996; Pollard, 1996; Rudduck et al., 1996; Pollard & Triggs, 2000; Rudduck & Flutter, 2000, 2004).”
The Significance of Students: Can Increasing Student Voice in Schools Lead to Gains in Youth Development?. (2004, background): “These studies have found that students improved academically when teachers construct their classrooms in ways that value student voiceFespecially when students are given the power to work with their teachers to improve curriculum and instruction (Oldfather, 1995; Rudduck & Flutter, 2000).”