In this section, all literature are mainly about ‘Student Voice’ and ‘Teacher Invoice’. APA style was used to list the references.
Barnikis, T., MacNevin, M., & Berman, R. (2019). Participatory research with children: Critical reflections. In I. R. Berson, M. J. Berson, & C. Gray (Eds.), Participatory methodologies to elevate children’s voice and agency (pp. 3-24). Information Age Publishing.
Baroutsis, A., McGregor, G., & Mills, M. (2015). Pedagogic voice: Student voice in teaching and engagement pedagogies. Pedagogy, Culture & Society, 1-18. https://doi.org/10.1080/14681366.2015.1087044
Baroutsis, A., Mills, M., McGregor, G., Riele, K., & Hayes, D. (2016). Student voice and the community forum: Finding ways of ‘being heard’ at an alternative school for disenfranchised young people. British Educational Research Journal, 42(3), 438-453. https://doi.org/10.1002/berj.3214
Bland, D., & Atweh, B. (2007). Students as researchers: Engaging students’ voices in PAR. Educational Action Research, 15(3), 337-349. https://doi.org/10.1080/09650790701514259
Bland, D. C. (2008, March 24-28). “Voices of possibility and hope”: What at-risk students can tell teachers about classroom engagement [Paper presentation]. 2008 Annual Meeting of the American Educational Research Association (AERA), New York, New York, USA.
Bolstad, R. (2011). From ‘Student Voice’ to ‘Youth-Adult’ partnership. Set: Research Information for Teachers, 1, 31-33.
Bragg, S., & Fielding, M. (2005). It’s an equal thing … It’s about achieving together … Student voices and the possiblity of a radical collegiality. In H. Street & J. Temperley (Eds.), Improving schools through collaborative inquiry (pp. 105-135). Continuum International Publishing Group.
Brasof, M., & Levitan, J. (2022). The student voice research framework. In M. Brasof & J. Levitan (Eds.), Student voice research: Theory, methods and innovations from the field (pp. Part 1, 1-22). Teachers College Press.
Cook-Sather, A. (2006). Sound, presence, and power: “Student Voice” in educational research and reform. Curriculum Inquiry, 36(4), 359-390. https://doi.org/10.1111/j.1467-873X.2006.00363.x
Cook-Sather, A. (2002). Authorizing students’ perspectives: Toward trust, dialogue, and change in education. Educational Researcher, 31(4), 3-14. https://doi.org/10.3102/0013189X031004003
Cook-Sather, A. (2010). THROUGH STUDENTS’ EYES: Students offer fresh insights into social justice issues in schools. Journal of Staff Development, 31(4), 42-45, 66.
Cook-Sather, A. (2015). Addressing the question of authenticity in middle grades student voice work: Wrestling with politics, power, and purpose in education. Middle Grades Review, 1(2), Article 2.
Cook-Sather, A. (2016). Translating partnerships: How faculty-student collaboration in explorations of teaching and learning can transform perceptions, terms, selves. Teaching and Learning Inquiry, 4(2), 1-14. https://doi.org/http://dx.doi.org/10.20343/10.20343/teachlearninqu.4.2.5
Cook-Sather, A. (2018). Listening to equity-seeking perspectives: How students’ experiences of pedagogical partnership can inform wider discussions of student success. Higher Education Research and Development, 37(5), 923-936. https://doi.org/10.1080/07294360.2018.1457629
Cook-Sather, A. (2020). Student voice across contexts: Fostering student agency in today’s schools. Theory Into Practice, 59(2), 182-191. https://doi.org/10.1080/00405841.2019.1705091
Cook-Sather, A., Clarke, B., Condon, D., Cushman, K., Demetriou, H., & Easton, L. (2009). Learning from the student’s perspective: A sourcebook for effective teaching. Routledge. https://doi.org/10.4324/9781315633671-15
Fielding, M. (2004). Transformative approaches to student voice: Theoretical underpinnings, recalcitrant realities. British Educational Research Journal, 30(2), 295-311. https://doi.org/10.1080/0141192042000195236
Fielding, M. (2009). Interrogating student voice: Preoccupations, purposes and possibilities. In H. Daniels, H. Lauder, & J. Porter (Eds.), Educational theories, cultures and learning: A critical perspective (pp. 1014-1116). Routledge. https://doi.org/10.4324/9780203379417-16
Fielding, M. (2010). The radical potential of student voice: Creating spaces for restless encounters. International Journal of Emotional Education, 2(1), 61-73.
Fielding, M. (2011). Patterns of partnership: Student voice, intergenerational learning and democratic fellowship. In N. Mockler & J. Sachs (Eds.), Rethinking educational practice through reflexive inquiry: Essays in honour of Susan Groundwater-Smith (pp. 61-75). Springer.
Finefter-Rosenbluh, I., Ryan, T., & Barnes, M. (2021). The impact of student perception surveys on teachers’ practice: Teacher resistance and struggle in student voice-based assessment initiatives of effective teaching. Teaching and Teacher Education, 106, 103436. https://doi.org/10.1016/j.tate.2021.103436
Finneran, R., Mayes, E., & Black, R. (2021). Pride and privilege: The affective dissonance of student voice. Pedagogy, Culture & Society, 1-16. https://doi.org/10.1080/14681366.2021.1876158
Forbes, C. (2019). ‘To listen, not judge’: Lessons from a project involving young people as co-researchers. Research Intelligence (139), 18-19.
Forde, C., Horgan, D., Martin, S., & Parkes, A. (2018). Learning from children’s voice in schools: Experiences from Ireland. Journal of Educational Change, 19(4), 489-509. https://doi.org/10.1007/s10833-018-9331-6
Groundwater-Smith, S. (2007). Student voice: Essential testimony for intelligent schools. In A. Campbell & S. Groundwater-Smith (Eds.), An ethical approach to practitioner research (pp. 113-128). Routledge.
Groundwater-Smith, S. (2011). Concerning equity: The voice of young people. Leading & managing, 17(2), 52-65. https://doi.org/10.3316/ielapa.317961263754935
Groundwater-Smith, S., & Mockler, N. (2003). Learning to listen: Listening to learn. MLC School, Burwood and the Centre for Practitioner Research, Faculty of Education and Social Work, University of Sydney.
Groundwater-Smith, S., & Mockler, N. (2015). From data source to co-researchers? Tracing the shift from ‘student voice’ to student-teacher partnerships in Educational Action Research. Educational Action Research, 24(2), 159-176. https://doi.org/10.1080/09650792.2015.1053507
Groundwater-Smith, S., & Mockler, N. (2019). Student voice work as educative practice. In I. R. Berson, M. J. Berson, & C. Gray (Eds.), Participatory methodologies to elevate children’s voice and agency (Vol. 7, pp. 25-46). Information Age Publishing.
Heysen, C., & Mason, R. (2014). Bringing student voice to student Wellbeing. Connect (205), 15.
Howell, A. (2017). Children’s Participation in the Education, Research and Society. [Review of the books Engaging with Student Voice in Research, Education and Community: Beyond Legitimation and Guardianship, by N. Mockler and S. Groundwater-Smith, and Children’s Rights, Educational Research and the UNCRC: Past, Present and Future, by J. Gillett-Swan and V. Coppock.]. Discourse: Studies in the Cultural Politics of Education, 39(3), 478-485. https://doi.org/10.1080/01596306.2017.1363481
Kahne, J., Bowyer, B., Marshall, J., & Hodgin, E. (2022). Is responsiveness to student voice related to academic outcomes? Strengthening the rationale for student voice in school reform. American journal of education,128(3), 389-415.
Lundy, L., & Cook-Sather, A. (2016). Children’s rights and student voice: Their intersections and the implications for curriculum and pedagogy. In D. Wyse, L. Hayward, & J. Pandya (Eds.), The SAGE handbook of curriculum, pedagogy and assessment: Two volume set (Vol. 1, pp. 263-277). Sage. https://doi.org/http://dx.doi.org.ezproxy.library.uq.edu.au/10.4135/9781473921405.n17
Mayes, E., Finneran, R., & Black, R. (2019). The challenges of student voice in primary schools: Students ‘having a voice’ and ‘speaking for’ others. Australian Journal of Education, 63(2), 157-172. https://doi.org/10.1177/0004944119859445
Mayes, E., & Groundwater-Smith, S. (2013). Performing alternative positions: Students voice, reflection and reform. In V. Grion & A. Cook-Sather (Eds.), Joining the movement: Bringing student voice to educational theory and practice in Italy (pp. 193-211). Guerini.
Mayes, E., & Holdsworth, R. (2020). Learning from contemporary student activism: Towards a curriculum of fervent concern and critical hope. Curriculum Perspectives, 40(1), 99-103. https://doi.org/10.1007/s41297-019-00094-0
Mitra, D. L. (2007). Student voice in school reform: From listening to leadership. In D. Thiessen & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school (pp. 727-744). Springer.
Mitra, D. L., & Gross, S. J. (2009). Increasing student voice in high school reform. Educational Management Administration & Leadership, 37(4), 522-543. https://doi.org/https://doi.org/10.1177/1741143209334577
Mockler, N., & Groundwater-Smith, S. (2015). Engaging with student voice in research, education and community: Beyond legitimation and guardianship. Springer. https://doi.org/10.1007/978-3-319-01985-7
Noyes, A. (2005). Pupil voice: Purpose, power and the possibilities for democratic schooling. British Educational Research Journal, 31(4), 533-540.
Quaglia, R. J., & Corso, M. J. (2014). Student voice: The instrument of change. Corwin Press.
Quaglia, R. J., & Lande, L. L. (2016). Teacher voice: Amplifying success (1st ed. ed.). SAGE Publications.
Shay, M. (2017). Counter stories: Developing indigenist research methodologies to capture the voices of Aboriginal and Torres Strait Islander staff in flexi school contexts. [Doctoral dissertation, Queensland University of Technology]. QUT ePrint. https://eprints.qut.edu.au/107925/