Whitehead, J. and Clough, N.
Pupils, the forgotten partners in education action zones.
Journal of Education Policy, 19 (2).
Available from: http://eprints.uwe.ac.uk/6595
Full text not available from this repository
Publisher's URL: http://dx.doi.org/10.1080/0144341042000186354
|Additional Information:||The paper argues that EAZs are more likely to succeed in raising academic standards and behaviour if they listen to pupils' views. Despite the policy discourse of community empowerment as a means to tackle these problems, the authors claim that few Zones have treated pupils as partners in seeking solutions to underachievement. They also describe an innovative design involving learning mentors, parent co-ordinators and inclusion workers alongside university staff in conducting interviews with pupils. Following publication, the DfES posted a digest of the research on its website. The authors presented at a joint local authority/University (Bristol and UWE) seminar. The findings also had an impact on decisions taken by the City Academy, Bristol. Whitehead was invited to join the editorial board of the International Handbook of Student Experience in Elementary and Secondary School, which includes papers on student voice for school improvement. Whitehead is responsible for 90% of this publication.|
|Uncontrolled Keywords:||pupils, partners, education action zones|
|Faculty/Department:||Faculty of Arts, Creative Industries and Education > Department of Education and Childhood|
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|Deposited On:||22 Jan 2010 15:12|
|Last Modified:||02 Dec 2016 13:13|
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