Engaging students as pedagogical partners aspires to reposition students with more agency within universities as egalitarian learning communities. The growing literature reports numerous beneficial outcomes of such positioning, yet many partnership opportunities are limited to small numbers of selected students in extra-curricular,…

While cross-cultural student voice has led to transformations in education, research is scarce about the interplay between student voice, culture, and power. For this reason, student voice informs this study to investigate the benefits and constraints of curriculum co-design with respect to teacher power and higher education culture in Iran. The…

This case study presents the development of a system that integrated two strands of SoTL research--Decoding the Disciplines and Students as Partners--into a secondary history teacher preparation program. This system simultaneously refined teaching in undergraduate history courses and provided authentic learning experiences for secondary education…

The importance of developing meaningful student engagement through partnerships is an increasing area of interest and practice within the context of learning and teaching in higher education. This case study reports on an approach used in a cocreated curriculum project that aligned the values and principles of student-staff partnerships with those…

While a large body of research considers factors enabling or constraining academic development in colleges and universities, comparatively little scholarship has considered the roles students might play in supporting positive change in staff teaching practices. This article explores one potential avenue by which such change might play out,…

This year's report focuses on efforts to redesign high schools. Those include incorporating student voice, implementing a rigorous and relevant curriculum, embracing career exploration, and more. The report also includes the latest statistics on the nation's overall, on-time high school graduation rate. Articles include: (1) To Build a Better High…

Eisner (1991) defines culture as a place for growing things. School constitutes an essential culture where students' minds can be grown and developed and where learning can be fostered. Teachers are in charge of developing and fostering young minds and because they participate in the culture called school they have many possibilities and…

The purpose of this qualitative case study was to encourage learners to care for others and make a difference in the world through Reggio Emilia-inspired teaching and learning practice that promoted transformational education. Students were anticipated to take an active role in helping to develop the transformational educational curriculum.…

Within higher education, students' voices are frequently overlooked in the design of teaching approaches, courses and curricula. In this paper we outline the theoretical background to arguments for including students as partners in pedagogical planning processes. We present examples where students have worked collaboratively in design processes,…

Curriculum is constructed with the learner as its central focus. Yet the voice of the learner is largely excluded from the curriculum design and implementation process. The author is both an educator and administrator and the intent of this paper is to provide other educators with a deeper understanding of the potential for increased learning when…

Contemporary interest in student voice has evolved to include participation of "students as researchers" in school affairs, which has been encouraged by political developments underpinning the rights of children. Although there has been little exploration of the role of student researchers in curriculum development, this paper provides a…

This study investigated young children's perceptions of their role in curriculum development in one Canadian preschool. There is no consensus that children have a role to play in developing curriculum. However, the United Nations Convention on the Rights of the Child (1989) confirms children's right to be listened to about all aspects of their…

In this study we examine how elementary teachers in Brazil and Turkey approached the translation and subsequent classroom implementation of an instructional activity that promotes environmental awareness through a combination of student role playing and teacher oral delivery of an environmental story about river pollution. A discourse analysis…

This paper reports on the findings of a research project which explored the value for secondary school teachers of consulting with pupils about the curriculum. Twenty volunteer teachers across a range of subject areas in an 11-18 and three 11-16 secondary schools in a city in the East Midlands of England were given an open-ended remit to…

This book embraces the idea of listening to and learning from students. Although many educational theorists have long argued that incorporating children's perspectives about teaching and curriculum has the potential for increasing students' interest and participation in learning, their radical perspectives are still ignored or dismissed in theory…