Alison Cook-Sather

TL;DR: The authors argues for attending to the perspectives of those most directly affected by, but least often consulted about, educational policy and practice: students, arguing that the argument for authorizing student perspectives runs counter to U.S. reform efforts, which have been based on adults' ideas about the conceptualization and practice of education.

TL;DR: In this paper, the authors explore the emergence of the student voice, identify underlying premises signaled by two particular words associated with the term, "rights" and "respect", and explore the many meanings of a word that surfaces repeatedly across discussions of student voice efforts but refers to a wide range of practices.

TL;DR: In this article, the authors outline the theoretical background to arguments for including students as partners in pedagogical planning processes and present examples where students have worked collaboratively in design processes.

TL;DR: In this article, the authors explore the relationships between student engagement, co-creation and student-staff partnership before providing a typology of the roles students can assume in working collaboratively with staff.

TL;DR: In this article, the authors define what are student-faculty relationships and what are the challenges and outcomes of such relationships, and present guidelines for the Students as Learners and Teachers (SaLT) Program at Bryn Mawr College.