Conceptualizing student voice in teacher-student curriculum partnerships within Iran’s higher education
Author:
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s10734-023-01036-6.pdf
Reference64 articles.
1. Ahmadi, R. (2021). Student voice, culture, and teacher power in curriculum co-design within higher education: An action-based research study. International Journal for Academic Development. https://doi.org/10.1080/1360144X.2021.1923502
2. Ahmadi, R. (2022). Students’ perceptions of student voice in assessment within the context of Iran: The dynamics of culture, power relations, and student knowledge. Higher Education Research and Development, 41(2), 211–225. https://doi.org/10.1080/07294360.2021.1882401
3. Ahmadi, R., & Hasani, M. (2018). Capturing student voice on TEFL syllabus design: Agenticity of pedagogical dialogue negotiation. Cogent Education, 5(1), 1–17. https://doi.org/10.1080/2331186X.2018.1522780
4. Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2019). Introduction to research in education (10th ed.). Cengage Learning.
5. Bergmark, U., & Westman, S. (2018). Student participation within teacher education: Emphasising democratic values, engagement and learning for a future profession. Higher Education Research and Development, 37(7), 1352–1365. https://doi.org/10.1080/07294360.2018.1484708
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