The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Student voice and teacher voice in educational research: A systematic review of 25 years of literature from 1995–2020.
Open accessAbstract
In recent years, there has been an increasing interest in student and teacher voice in education.What distinguishes 'teacher voice' or 'student voice' from simply reflecting participants' views as a source of data is the placement of participants in an empowered participatory position.It is the positioning of their voice as consisting of more than a process, and as something with value and power that extends voice engagement as one beyond that of informant.While research might focus on either student voice or teacher voice in isolation, there are few studies that position voice as something with power, and integrate the perspectives of both groups as being views that matter.This systematic review investigates and describes the nexus between student voice and teacher voice in educational research over 25 years and provides a framework for identifying the extent to which certain views and perspectives are prioritised in research, and whether the participatory function of the positioned research is doing what it sets out to do.
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“A key contribution of this study is the equal positioning of students and school-based professionals as informants and agents of change (Gillett-Swan and Baroutsis, 2024).”
From Their voices matter: student and professional perspectives on overcoming school attendance problems in the context of social, emotional, and behavioral difficulties (2025) · cites this paper as Gillett-Swan and Baroutsis, 2024
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The PRISMA 2020 statement: An updated guideline for reporting systematic reviews
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., et al. (2021) · BMJ · doi:10.1136/bmj.n71 · Cited by 108,283
Lundy, L. (2007) · British Educational Research Journal · doi:10.1080/01411920701657033 · Cited by 2,218 · cited 2×
“Drawing on the disconnects and tensions between voice elicitation and meaningful action, such as noted by several scholars (e.g. Lundy, 2007; Parr & Hawe, 2022; Rudduck & Fielding, 2006; Skerritt et al., 2021; Taylor & Robinson, 2009), we were also interested in whether publication authors were…”
BackgroundParticipatory learning for sustainable agriculture
Pretty, J. N. (1995) · World Development · doi:10.1016/0305-750x(95)00046-f · Cited by 1,753
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Enderle, C., Kotschy, L., Ricking, H., & Kreitz-Sandberg, S. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1627098 · Cited by 5
Metadata
- Authors
- Gillett-Swan, J., & Baroutsis, A.
- Affiliations
- Faculty of Creative Industries, Education, and Social Justice, Queensland University of Technology, Brisbane, QLD, Australia
- Southern Cross University (AU)
- Venue
- Oxford Review of Education
- Publisher
- Informa UK Limited
- Published
- 2023-10-16
- Volume
- 50
- Issue
- 4
- Pages
- 533-551
- ISSN
- 0305-4985 (ISSN-L)
- 1465-3915
- OpenAlex
- W4387671845
- Cited by
- 46
- References
- 3
- Citations by year
- 2026: 23 · 2025: 18 · 2024: 5
- FWCI
- 2.31
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Oxford Review of Education (publishedVersion, cc-by-nc-nd)
- Topics
- Social Sciences › Sociology and Political Science › Children's Rights and Participation
- Social Sciences › Education › Higher Education Practises and Engagement
- Social Sciences › Sociology and Political Science › Participatory Visual Research Methods
- Keywords
- student voice, teacher voice, participatory research, researcher positionality, educational research methodology
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