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Toward equitable and inclusive school practices: Expanding approaches to “research with” young people

Journal of adolescent & adult literacy, 2022-11, Vol.66 (3), p.146-148

Cook‐Sather, Alison

2022

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Promoting Equity and Justice through Pedagogical Partnership

1, 2021

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Students as co-creators of teaching approaches, course design, and curricula: implications for academic developers

The international journal for academic development, 2011-06, Vol.16 (2), p.133-145

2011

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Mobilizing a Culture Shift on Campus: Underrepresented Students as Educational Developers

New directions for teaching and learning, 2019-09, Vol.2019 (159), p.21-30

2019

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Layered learning: student consultants deepening classroom and life lessons

Educational action research, 2011-03, Vol.19 (1), p.41-57

Cook-Sather, Alison

2011

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Sound, Presence, and Power: "Student Voice" in Educational Research and Reform

Curriculum inquiry, 2006-12, Vol.36 (4), p.359-390

Cook-Sather, Alison

2006

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Greater engagement in and responsibility for learning: what happens when students cross the threshold of student-faculty partnership

Higher education research and development, 2015-11, Vol.34 (6), p.1097-1109

2015

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Virtual forms, actual effects: how amplifying student voice through digital media promotes reflective practice and positions students as pedagogical partners to prospective high school and practicing college teachers

British journal of educational technology, 2017-09, Vol.48 (5), p.1143-1152

Cook‐Sather, Alison

2017

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From Reporting to Removing Barriers: Toward Transforming Accommodation Culture into Equity Culture

Education sciences, 2023-06, Vol.13 (6), p.611

2023

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Toward theories of partnership praxis: an analysis of interpretive framing in literature on students as partners in teaching and learning

Higher education research and development, 2019-02, Vol.38 (2), p.280-293

2019

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Students as Learners and Teachers: Taking Responsibility, Transforming Education, and Redefining Accountability

Curriculum inquiry, 2010-09, Vol.40 (4), p.555-575

Cook-Sather, Alison

2010

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Toward Greater Transparency and Inclusion in Manuscript Review Processes: A Relational Model

Teaching and learning inquiry, 2024-08, Vol.12

2024

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Co-Creating Equitable Teaching and Learning: Structuring Student Voice into Higher Education

Harvard Education Press, 2022

Cook-Sather, Alison

2022

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Learning from the student's perspective: A sourcebook for effective teaching

2009

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Humanizing STEM education through student-faculty pedagogical partnerships

Frontiers in education (Lausanne), 2023-06, Vol.8

2023

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Practising Student Voice in University Teaching and Learning : Three Anchoring Principles

Journal of university teaching & learning practice, 2023-01, Vol.20 (6)

2023

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What Is and What Can Be: How a Liminal Position Can Change Learning and Teaching in Higher Education

Anthropology & education quarterly, 2011-03, Vol.42 (1), p.37-53

2011

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From traditional accountability to shared responsibility: the benefits and challenges of student consultants gathering midcourse feedback in college classrooms

Assessment and evaluation in higher education, 2009-04, Vol.34 (2), p.231-241

Cook-Sather, Alison

2009

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Legitimating Reflective Writing in SoTL: “Dysfunctional Illusions of Rigor” Revisited

Teaching and learning inquiry, 2019-01, Vol.7 (2), p.14-27

2019

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Fostering Agentic Engagement: Working toward Empowerment and Equity through Pedagogical Partnership

International journal for the scholarship of teaching and learning, 2021-11, Vol.15 (2)

2021

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Translating Partnerships: How Faculty-Student Collaboration in Explorations of Teaching and Learning Can Transform Perceptions, Terms, and Selves

Teaching and learning inquiry, 2016, Vol.4 (2), p.1-14

2016

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Writing Scholarship of Teaching and Learning Articles for Peer-Reviewed Journals

Teaching and learning inquiry, 2019-01, Vol.7 (2), p.28-50

2019

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Balancing Direction and Response: Four Dimensions of Transformative Facilitation in Educational Development

To improve the academy, 2018-06, Vol.37 (2), p.188-206

2018

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Newly Betwixt and Between: Revising Liminality in the Context of a Teacher Preparation Program

Anthropology & education quarterly, 2006-06, Vol.37 (2), p.110-127

Cook-Sather, Alison

2006

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Balancing Direction and Response: Four Dimensions of Transformative Facilitation in Educational Development

To Improve the Academy: A Journal of Educational Development, 2018-01, Vol.37 (2)

2018

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Toward equitable and inclusive school practices: Expanding approaches to “research with” young people

Promoting Equity and Justice through Pedagogical Partnership

Students as co-creators of teaching approaches, course design, and curricula: implications for academic developers

Mobilizing a Culture Shift on Campus: Underrepresented Students as Educational Developers

Layered learning: student consultants deepening classroom and life lessons

Sound, Presence, and Power: "Student Voice" in Educational Research and Reform

Greater engagement in and responsibility for learning: what happens when students cross the threshold of student-faculty partnership

Virtual forms, actual effects: how amplifying student voice through digital media promotes reflective practice and positions students as pedagogical partners to prospective high school and practicing college teachers

From Reporting to Removing Barriers: Toward Transforming Accommodation Culture into Equity Culture

Toward theories of partnership praxis: an analysis of interpretive framing in literature on students as partners in teaching and learning

Students as Learners and Teachers: Taking Responsibility, Transforming Education, and Redefining Accountability

Toward Greater Transparency and Inclusion in Manuscript Review Processes: A Relational Model

Co-Creating Equitable Teaching and Learning: Structuring Student Voice into Higher Education

Learning from the student's perspective: A sourcebook for effective teaching

Humanizing STEM education through student-faculty pedagogical partnerships

Practising Student Voice in University Teaching and Learning : Three Anchoring Principles

What Is and What Can Be: How a Liminal Position Can Change Learning and Teaching in Higher Education

From traditional accountability to shared responsibility: the benefits and challenges of student consultants gathering midcourse feedback in college classrooms

Legitimating Reflective Writing in SoTL: “Dysfunctional Illusions of Rigor” Revisited

Fostering Agentic Engagement: Working toward Empowerment and Equity through Pedagogical Partnership

Translating Partnerships: How Faculty-Student Collaboration in Explorations of Teaching and Learning Can Transform Perceptions, Terms, and Selves

Writing Scholarship of Teaching and Learning Articles for Peer-Reviewed Journals

Balancing Direction and Response: Four Dimensions of Transformative Facilitation in Educational Development

Newly Betwixt and Between: Revising Liminality in the Context of a Teacher Preparation Program

Balancing Direction and Response: Four Dimensions of Transformative Facilitation in Educational Development

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