Taking a novel approach to the concept of ‘voice’ within education systems, this insightful text considers the extent to which the values, opinions, beliefs and perspectives of pupils, families, teachers, and members of senior management are heard in educational settings, and explores what can be learned from integrating their views and opinions in decision-making processes.
Pupil, Teacher and Family Voice in Educational Institutions traces the historical and legal developments which have heralded an increased appreciation of individuals’ perspectives in key decision-making processes. Chapters consider how various parties can be encouraged to voice their opinions and beliefs, and address the issues and challenges which may face institutions as they seek to create an atmosphere of open and active consultation and engagement. Drawing on evidence-based research, case studies and personal accounts, chapters reflect upon the concept of ‘voice’ in diverse settings and acknowledge the sometimes significant divergence between the intended and actual extent to which such opinions, beliefs and perspectives are reflected in day-to-day practice.
Offering in-depth exploration of the concept of ‘voice’ and the benefits, implications, challenges and practicalities associated with it, this text will be of interest to future and in-service teachers, educational researchers and policy makers.
Table of Contents
List of Tables and Figures
Brief Biographies – about the Editors and contributors
Preface – Professor Janice Wearmouth
Chapter One: Developments towards the right to be heard in educational contexts - Dr Will Coster
Chapter Two: Lessons learnt by student teachers from the use of children’s voice in teaching practice - Dr Kate Hudson-Glynn
Chapter Three: On bilingualism in monolingual English classroom environments - the challenges for Polish-English bilingual children, their parents and schools - Dr Maja Jankowska
Chapter Four: Bilingual Creative Writing Clubs – giving voice to bilingual children in English schools - Dr Maja Jankowska
Chapter Five: Listening to the voices of indigenous Māori students over time: What do they tell us about national education policy? – Professor Mere Berryman and Elizabeth Eley
Chapter Six: Students’ and a teacher’s views of factors contributing to effective literacy learning for all in an inclusive classroom – Professor Janice Wearmouth
Chapter Seven: The hidden voice of pre-service teachers in their private social media interactions - Dr James Shea
Chapter Eight: A voice for advancing the profession of teaching? – Professor Andy Goodwyn
Chapter Nine: The first year of headship: A cross-comparison of the experiences, challenges and successes, expressed by newly appointed headteachers during their first year in post - Dr Karen Lindley
Chapter Ten: Primary headteachers’ perceptions of schools’ roles in training teachers within a changing landscape of teacher training - Dr Elaine Barron
Chapter Eleven: Lost in Translation: A Discussion of a Small Scale Study of Non-English Speaking Mothers’ Experiences of Negotiating their Children’s Primary Schooling - Anna Graham and Rumisaa Shabir
Chapter Twelve: One mother’s experience of the special educational needs system - Martha Smith
Chapter Thirteen: Students’, teachers’ and families’ views on homework – Dr Wendy Edwards and Professor Janice Wearmouth
Janice Wearmouth is Professor of Education at the University of Bedfordshire, UK.
Andrew Goodwyn is Professor and Head of the School of Education and English Language and Director of the Institute for Research in Education, at the University of Bedfordshire, and Emeritus Professor at the University of Reading, UK.