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Positive Experiences, Dreams, and Expectations of International Master’s Students at a Southern Ontario University: An Appreciative Inquiry
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Female Student Voice and Breaking the Silence: A Post-Intentional Phenomenological Exploration of Arab Female Students’, in the U.S., Lived Experiences of Digital Storytelling
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STUDENTS’ PREFERENCES ON ONLINE LEARNING IN THE NEW NORMAL PERIOD OF THE COVID-19 PANDEMIC
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 404-416 (2021) (2021)
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Making the student voice count: Using qualitative student feedback to enhance the student experience
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In: Shah, M, Pabel, A, (2020). Making the student voice count: Using qualitative student feedback to enhance the student experience. Journal of Applied Research in Higher Education, Vol. 12, No. 2, p. 194-209 http://dx.doi.org/10.1108/JARHE-02-2019-0030 (2020)
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Zine-Making as a Pedagogical Practice: A Phenomenographic Study of Teachers’ Experiences
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In: FIU Electronic Theses and Dissertations (2020)
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Shaking my practice : navigating curriculum, aesthetic and social curiosity.
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International branch campuses in Qatar: Qatari students' experience of campus life
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Supporting Students’ Well-being through Student Voice Initiatives: An Exploration of Well-being Teams in Ontario Secondary Schools
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Student Engagement: Chinese International Student Experiences in Canadian Graduate Schools
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The Lived Experiences of Student Representatives in a New Zealand Institute of Technology and Polytechnic: A Critical Examination
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Utilizing Community Learning Exchanges to Empower All Voices and Strengthen Community Engagement in an International Middle School
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Democratic contribution or information for reform? Prevailing and emerging discourses of student voice
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In: Australian Journal of Teacher Education (2019)
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Abstract:
While a range of typologies frame and critique the scope, purpose and power relations of different student voice approaches, it is timely to look at the direction that student voice literature has taken in recent years and map dominant discourses in the field. In the article the following questions are addressed: (a) What are the dominant discourses in student voice literature? (b) What are the ways forward, to ensure there is both systemic quality assurance and democratic (if not radical) student participation? The discourses named and interrogated in this article include: governmentality; accountability; institutional transformation and reform; learner agency; personalising learning; radical collegiality; socially critical voice; decolonising voice; and refusal. Consideration is given to the ongoing impetus to position students as consumers and resources for quality control. It is an ongoing concern that student voice projects can miss opportunities for reconfiguring the status of students within democratic schooling partnerships. There is an important role for ongoing and initial teacher education that addresses a politics of voice associated with systemic quality assurance, decolonisation and democracy.
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Keyword:
accountability; Curriculum and Instruction; discourse; radial collegiality; student participation; student voice
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URL: https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=4006&context=ajte https://ro.ecu.edu.au/ajte/vol44/iss6/1
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Modern English poetry and Turkish undergraduates: learning strategies matter
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In: Centre for Teaching and Learning (2019)
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Reclaiming student voice(s): Constituted through process, or embedded in practice?
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In: 50 ; 1 ; 125 ; 144 (2019)
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Student Voice in Education Policy: Understanding student participation in state-level K-12 education policy making
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Storytelling as pedagogy to facilitate meaning-making in English learning as a foreign language for young learners
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Student Agency – a Case Study of Primary School Aged Children
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Not playing the game: Student assessment resistance as a form of agency
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In: Harris, LR, Brown, GTL, Dargusch, J, (2018). Not playing the game: Student assessment resistance as a form of agency. Australian Educational Researcher, Vol. 45, No. 1, p. 125-140 http://dx.doi.org/10.1007/s13384-018-0264-0 (2018)
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Long Term English Learners: Success for Some
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In: Casillas, Jacqueline. (2018). Long Term English Learners: Success for Some. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/1vd9p1v6 (2018)
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"We're coming from different worlds" : exploring student identity during transition
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