Vol 3, No 1 (2018)
Strengthening Student Voice Work through “Linking Across the Lines”: A Story in Snapshots
In this article we use the organizing idea of "linking across the lines" to capture the goal and process of our work together. We are referring to lines that typically not only separate tertiary and secondary educational contexts and the roles of teacher and student but also impose hierarchical relationships upon both. Striving to link … Continue reading Strengthening Student Voice Work through “Linking Across the Lines”: A Story in Snapshots
Vol 3, No 1 (2018)
This article presents the findings of an inquiry that seized on ideas of "students as knowledge creators" and "democratic fellowship" to explore the question: What makes a good school? Twelve students representing different age groups in a comprehensive high school in Australia were coached in "knowledge creation" in a workshop led by an academic partner. … Continue reading How Do High School Students Create Knowledge About Improving and Changing Their School? A Student Voice Co-Inquiry Using Digital Technologies
Vol 3, No 1 (2018)
This article examines teacher influence on the authenticity of students' representations of their learning in a study abroad context. Through presenting a case study of a research project aimed at uncovering what and how students learn in study abroad programs, this article suggests that the representations of learning that students shared with their professors in … Continue reading Deliberate (Mis)Representations: A Case Study of Teacher Influence on Student Authenticity and Voice in Study Abroad Assessment
Vol 3, No 1 (2018)
In cogenerative dialogues, teachers gather with small groups of their students outside of instructional time to discuss classroom teaching and environment and to construct plans by which to improve student learning and wellbeing. These dialogues can serve as important albeit limited spaces where teachers and students can, to a degree, re-appropriate ‘accountability’ as a mutually … Continue reading Developing Mutual Accountability between Teachers and Students through Participation in Cogenerative Dialogues