| Authorizing students’ perspectives: Toward trust, dialogue, and change in education A Cook-Sather Educational researcher 31 (4), 3-14, 2002 | 1875 | 2002 |
| Engaging students as partners in learning and teaching: A guide for faculty A Cook-Sather, C Bovill, P Felten John Wiley & Sons, 2014 | 1637 | 2014 |
| Sound, presence, and power:“Student voice” in educational research and reform A Cook-Sather Curriculum inquiry 36 (4), 359-390, 2006 | 1421 | 2006 |
| Students as co‐creators of teaching approaches, course design, and curricula: implications for academic developers C Bovill, A Cook‐Sather, P Felten International Journal for academic development 16 (2), 133-145, 2011 | 1073 | 2011 |
| Addressing potential challenges in co-creating learning and teaching: Overcoming resistance, navigating institutional norms and ensuring inclusivity in student–staff partnerships C Bovill, A Cook-Sather, P Felten, L Millard, N Moore-Cherry Higher Education 71, 195-208, 2016 | 875 | 2016 |
| Student-faculty partnership in explorations of pedagogical practice: A threshold concept in academic development A Cook-Sather International Journal for Academic Development 19 (3), 186-198, 2014 | 333 | 2014 |
| Student voice across contexts: Fostering student agency in today’s schools A Cook-Sather Theory into practice 59 (2), 182-191, 2020 | 269 | 2020 |
| Movements of mind: The matrix, metaphors, and re-imagining education A Cook-Sather Teachers college record 105 (6), 946-977, 2003 | 236 | 2003 |
| Students as learners and teachers: Taking responsibility, transforming education, and redefining accountability A Cook-Sather Curriculum inquiry 40 (4), 555-575, 2010 | 223 | 2010 |
| Resisting the impositional potential of student voice work: Lessons for liberatory educational research from poststructuralist feminist critiques of critical pedagogy A Cook-Sather Discourse: studies in the cultural politics of education 28 (3), 389-403, 2007 | 223 | 2007 |
| In our own words: Students' perspectives on school JJ Shultz, A Cook-Sather Rowman & Littlefield, 2001 | 206 | 2001 |
| Greater engagement in and responsibility for learning: What happens when students cross the threshold of student–faculty partnership A Cook-Sather, A Luz Higher Education Research & Development 34 (6), 1097-1109, 2015 | 205 | 2015 |
| What is and what can be: How a liminal position can change learning and teaching in higher education A Cook‐Sather, Z Alter Anthropology & Education Quarterly 42 (1), 37-53, 2011 | 191 | 2011 |
| Newly betwixt and between: Revising liminality in the context of a teacher preparation program A Cook‐Sather Anthropology & education quarterly 37 (2), 110-127, 2006 | 186 | 2006 |
| ‘Change based on what students say’: preparing teachers for a paradoxical model of leadership A Cook‐Sather International Journal of Leadership in Education 9 (4), 345-358, 2006 | 184 | 2006 |
| Handbook of student experience in elementary and secondary school D Thiessen, A Cook-Sather Springer, 2007 | 178 | 2007 |
| The trajectory of student voice in educational research A Cook-Sather New Zealand Journal of Educational Studies 49 (2), 131-148, 2014 | 169 | 2014 |
| Respecting voices: How the co-creation of teaching and learning can support academic staff, underrepresented students, and equitable practices A Cook-Sather Higher Education 79 (5), 885-901, 2020 | 158 | 2020 |
| Tracing the evolution of student voice in educational research A Cook-Sather Radical collegiality through student voice: Educational experience, policy …, 2018 | 153 | 2018 |
| Listening to equity-seeking perspectives: How students’ experiences of pedagogical partnership can inform wider discussions of student success A Cook-Sather Higher education research & development 37 (5), 923-936, 2018 | 151 | 2018 |
Catherine BovillProfessor of Student Engagement in Higher Education, University of EdinburghPotvrđena adresa e-pošte na ed.ac.uk
