Exploring the role of student researchers in the process of curriculum development

Leat, David; Reid, Anna

doi:10.1080/09585176.2012.678691

Cited by 23 publications

(24 citation statements)

References 21 publications

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“…In addition, it has been argued that such approaches can promote stronger relationships between students and teachers (Fielding and Bragg, 2003;Fielding, 2004;Hope 2012). Meanwhile, Leat and Reid (2012) report that an engagement with student views in a secondary school as part of a curriculum development project had a positive effect on what was taught, by whom and how.…”

Section: Learning From Differencementioning

confidence: 99%

Engaging with the views of students to promote inclusion in education

2017

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Section: Learning From Differencementioning

confidence: 99%

Engaging with the views of students to promote inclusion in education

2017

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“…based on the ideas of this project, with some examples where students were not just consulted but also worked as co-researchers in order to develop the curriculum. For example, Leat and Reid (2012) explored the role of student researchers in a secondary school for a curriculum development project alongside a university. They describe how the student researchers had a positive effect on what was taught, by whom and how.…”

Section: Students' Voices: Focus On Learning and Teachingmentioning

confidence: 99%

The danger of subverting students’ views in schools

Messiou

Hope

2015

International Journal of Inclusive Education

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This paper is firmly grounded in the position that engaging with students' voices in schools is central to the development of inclusive practices. It explores the tensions that can be created when efforts are made to engage with students' voices in relation to their experiences of learning and teaching. An example from a three-year research and development project, which worked alongside teachers to use students' voices as a way of developing inclusive practices, is used to illustrate these tensions. This project, though showing that students' voices can be a powerful means for understanding learning and teaching in schools, also encountered challenges with these processes. This paper focuses on the experiences of one secondary school which (possibly inadvertently) subverted and undermined students' voice initiatives and explores the potential negative impacts of this on individual students, on students as a whole, and on teacher development. By doing this, suggestions as to how such tensions can be avoided in schools are offered, with the aim being to allow a genuine engagement with the views of students.

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“…Other scholars have argued that it can promote stronger relationships between students and teachers (Fielding & Bragg, 2003; Fielding, 2004; Hope, 2012; Baroutsis et al , 2016; Graham et al , 2018). Thinking about the curriculum, Leat and Reid (2012) report how an engagement with student views had a positive effect on what was taught, by whom and how; and Waitoller et al (2016) describe a collaborative inquiry for inclusive education that ‘tapped into’ students’ out‐of‐school knowledge.…”

Section: Developing the Approachmentioning

confidence: 99%

Inclusive Inquiry: Student–teacher dialogue as a means of promoting inclusion in schools

Messiou

Ainscow

2020

British Educational Res J

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This article traces the development of Inclusive Inquiry, a new approach to the promotion of inclusion in schools. It explains how this builds on a programme of research carried out by the authors over a period of 20 years. Central to the approach is dialogue amongst teachers and their students about how to make lessons more inclusive. This involves children becoming researchers who learn how to use research techniques to gather the views of their classmates, as well as observing lessons. The approach was refined as a result of a 3-year action research study carried out with a network of eight secondary schools, in three European countries. It was then trialled in 30 primary schools, in five European countries. In each country a team of university researchers supported, recorded and analysed the action research as it occurred, using observations, interviews and surveys. The article provides an analysis of the impact on the thinking and practices of teachers, and on the attitudes and engagement of students in learning. It is argued that Inclusive Inquiry is an approach that facilitates dialogues that can lead to transformations of practices and thinking, and the development of inclusive schools. Some of the challenges involved in using the approach in schools are identified.

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Exploring the role of student researchers in the process of curriculum development

Cited by 23 publications

References 21 publications

Engaging with the views of students to promote inclusion in education

Engaging with the views of students to promote inclusion in education

The danger of subverting students’ views in schools

Inclusive Inquiry: Student–teacher dialogue as a means of promoting inclusion in schools

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