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Making sense of learning at secondary school: involving students to improve teaching practice

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Abstract:

Consulting students on their experiences of learning and teaching in schools, while signalled as a potentially valuable research practice fifteen years ago by Michael Fullan, is now gaining prominence in educational research within New Zealand. The Making Sense of Learning at Secondary Schools research began with the premise that to improve classroom practice in secondary schools we need to ask for and attend to the needs and views of students. This paper draws on aspects of one research project to consider the ways in which teachers can examine and improve their own teaching practice through involving students in the identification of how they make sense of learning in the classroom and how teachers can make it happen. We demonstrate how this research project reflects values, principles and conditions that support authentic student involvement.

Document Type: Research Article

DOI: https://doi.org/10.1080/03057640500319024

Affiliations: Massey University, New Zealand

Publication date: 2005-11-01

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