"Listen to Me when I Have Something to Say": Students' Participation in Research for Sustainable School Improvement

Autor/inn/en	Bergmark, Ulrika; Kostenius, Catrine
Titel	"Listen to Me when I Have Something to Say": Students' Participation in Research for Sustainable School Improvement
Quelle	In: Improving Schools, 12 (2009) 3, S.249-260 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-4802
DOI	10.1177/1365480209342665
Schlagwörter	Research and Development; Action Research; Student Participation; Educational Improvement; Student Experience; Student Role; Educational Research; Data Analysis; Data Collection; Research Methodology; Foreign Countries; Research Projects; Health Promotion; Sweden + Suchen Sie Ihr Suchwort? Forschung und Entwicklung; Projektforschung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching improvement; Unterrichtsentwicklung; Studienerfahrung; Bildungsforschung; Pädagogische Forschung; Auswertung; Data capture; Datensammlung; Research method; Forschungsmethode; Ausland; Forschungsvorhaben; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Schweden
Abstract	This article focuses on student participation in the research process as a contribution to school improvement. The specific aim of this article was to explore students' participation in different phases of a research process and discuss how their participation can contribute to school improvement. Based on a life-world phenomenological ontology, we used two research and development projects--Full of Value and Arctic Children--to shed light on participation in research. When doing research together with students, we have been inspired by Participatory Appreciative Action Research (PAAR). The methods used in the projects were open writing, group reflection, drawings, and exhibition discussions. This research showed that students were able to explore and express their lived experiences of behaviour and well-being in school, and how this was linked to positive change. We found students trustworthy, capable, and competent, enriching the process of school improvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10