Jean Rudduck

This volume of topical working papers makes available to teachers and to others information intended to stimulate discussion so that all educators may bring their judgement and experience to bear on the concerns of the School Council and contribute to its work. The papers describe plans for curriculum development projects at their formative stages, when comment can be particularly helpful; report on conferences and summarize findings and opinions on debated questions about the curriculum and examination in schools.

This volume of topical working papers makes available to teachers and to others information intended to stimulate discussion so that all educators may bring their judgement and experience to bear on the concerns of the School Council and contribute to its work. The papers describe plans for curriculum development projects at their formative stages, when comment can be particularly helpful; report on conferences and summarize findings and opinions on debated questions about the curriculum and examination in schools.

Pupil consultation can lead to a transformation of teacher-pupil relationships, to significant improvements in teachers' practices, and to pupils having a new sense of themselves as members of a community of learners. In England, pupil involvement is at the heart of current government education policy and is a key dimension of both citizenship education and personalised learning. Drawing on research carried out as part of the Teaching and Learning Research Programme, Improving Learning through Consulting Pupils discusses the potential of consultation as a strategy for signalling a more partnership-oriented relationship in teaching and learning. It also examines the challenges of introducing and sustaining consultative practices. Topics covered include: the centrality of consultation about teaching and learning in relation to broader school level concerns; teaching approaches that pupils believe help them to learn and those that obstruct their learning; teachers' responses to pupil consultation - what they learn from it, the changes they can make to their practice and the difficulties they can face; the things that can get in the way of pupils trusting in consultation as something that can make a positive difference.While consultation is flourishing in many primary schools, the focus here is on secondary schools where the difficulties of introducing and sustaining consultation are often more daunting but where the benefits of doing so can be substantial. This innovative book will be of interest to all those concerned with improving classroom learning.

Pupil consultation can lead to a transformation of teacher-pupil relationships, to significant improvements in teachers' practices, and to pupils having a new sense of themselves as members of a community of learners. In England, pupil involvement is at the heart of current government education policy and is a key dimension of both citizenship education and personalised learning. Drawing on research carried out as part of the Teaching and Learning Research Programme, Improving Learning through Consulting Pupils discusses the potential of consultation as a strategy for signalling a more partnership-oriented relationship in teaching and learning. It also examines the challenges of introducing and sustaining consultative practices. Topics covered include: the centrality of consultation about teaching and learning in relation to broader school level concerns; teaching approaches that pupils believe help them to learn and those that obstruct their learning; teachers' responses to pupil consultation - what they learn from it, the changes they can make to their practice and the difficulties they can face; the things that can get in the way of pupils trusting in consultation as something that can make a positive difference.While consultation is flourishing in many primary schools, the focus here is on secondary schools where the difficulties of introducing and sustaining consultation are often more daunting but where the benefits of doing so can be substantial. This innovative book will be of interest to all those concerned with improving classroom learning.

Consulting Pupils considers the potential benefits and implications of talking to students about teaching and learning in school, exploring its impact at different levels. Key issues included are:* the importance of engaging young learners in a focused dialogue about learning* the role of pupil consultation in helping schools to develop new directions for improvement* the wider implications of pupil consultation and participation in teaching the principles of citizenship and democracy.Through examples of pupil consultation initiatives in primary and secondary schools, the authors demonstrate how an agenda for change based on pupils' perspectives on teaching and learning can be used to improve classroom practice.Part of the What's In It For Schools series aimed at making educational policy issues relevant to practitioners, this book will be a valuable resource for practitioners, students and researchers interested in exploring pupils' perspectives on teaching and learning.

This fascinating book focuses on those who are most affected by changes in education policy and systems—the pupils. It draws on empirical evidence from a number of research projects and distils this into a compelling account of contemporary schooling from the pupils' perspective. Jean Rudduck calls for a shift in the way we currently view young people at school and sets out a case for radically rethinking aspects of school organization, relationships and practice. Her research confirms that we need to see pupils differently, to re-assess their capabilities and reflect on what they are capable of being and doing.

This fascinating book focuses on those who are most affected by changes in education policy and systems-the pupils. It draws on empirical evidence from a number of research projects and distils this into a compelling account of contemporary schooling from the pupils' perspective. Jean Rudduck calls for a shift in the way we currently view young people at school and sets out a case for radically rethinking aspects of school organization, relationships and practice. Her research confirms that we need to see pupils differently, to re-assess their capabilities and reflect on what they are capable of being and doing.