Submissions from 2019
Toward theories of partnership praxis: an analysis of interpretive framing in literature on students as partners in teaching and learning, Kelly E. Matthews, Alison Cook-Sather, Anita Acai, Sam Lucie Dvorakova, Peter Felten, Elizabeth Marquis, and Lucy Mercer-Mapstone
Submissions from 2018
Articulating identities and analyzing belonging: a multistep intervention that affirms and informs a diversity of students, Alison Cook-Sather
Listening to equity-seeking perspectives: how students’ experiences of pedagogical partnership can inform wider discussions of student success, Alison Cook-Sather
Help (not) wanted: Neo-liberal discourses of leadership against community knowledge and control in comparative context, Alice Lesnick and Hannah Bahn
Submissions from 2017
Beyond Fix It or Leave It: Toward Conflict-Centered Theories of Change in Education Work, Heather D. Curl and Alice Lesnick
Submissions from 2016
Addressing potential challenges in co-creating learning and teaching: overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships, Alison Cook-Sather
Creating Brave Spaces within and through Student-Faculty Pedagogical Partnerships, Alison Cook-Sather
Submissions from 2015
Addressing potential challenges in co-creating learning and teaching: overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships, Catherine Bovill, Alison Cook-Sather, Peter Felten, Luke Millard, and Niamh Moore-Cherry
Dialogue Across Differences of Position, Perspective, and Identity: Reflective Practice in/on a Student-Faculty Pedagogical Partnership Program, Alison Cook-Sather
Submissions from 2014
Multiplying Perspectives and Improving Practice: What Can Happen When Undergraduate Students Partner with College Faculty to Explore Teaching and Learning, Alison Cook-Sather
"How do I learn from you all?" Students Negotiating the Risk to Learn Via an In-Class Gaming Community, Alice Lesnick, Alexandra Wolkoff, Veronica Spaeth, Robert Homan, and Thomas Lord
Submissions from 2013
Students as Leaders and Learners: Toward Self-Authorship and Social Change on a College Campus, Jody Cohen, Alison Cook-Sather, and Alice Lesnick
Querying the "Natural": Re-thinking Classroom Ecologies, Jody Cohen and Anne Dalke
Submissions from 2012
Amplifying Student Voices in Higher Education: Democratizing Teaching and Learning through Changing the Acoustic on a College Campus, Alison Cook-Sather
Translating Learners, Researchers, and Qualitative Approaches through Investigations of Students’ Experiences in School, Alison Cook-Sather
Submissions from 2011
Layered Learning: Student Consultants Deepening Classroom and Life Lessons, Alison Cook-Sather
What Is and What Can Be: How a Liminal Position Can Change Learning and Teaching in Higher Education, Alison Cook-Sather and Zanny Alter
Teaching Intersections, not Assessments: Celebrating the Surprise of Gift Giving and Gift Getting in the Cultural Commons, Anne Dalke and Alice Lesnick
Education Is Life Itself: Biological Evolution as a Model for Human Learning, Paul Grobstein and Alice Lesnick
Submissions from 2010
Making Spaces to Learn, Alison Cook-Sather
Making Spaces to Learn, Alison Cook-Sather
Students as Learners and Teachers: Taking Responsibility, Transforming Education, and Redefining Accountability, Alison Cook-Sather
Building Civic Capacity on Campus Through a Radically Inclusive Teaching and Learning Initiative, Alice Lesnick and Alison Cook-Sather
Submissions from 2009
From Traditional Accountability to Shared Responsibility: The Benefits and Challenges of Student Consultants Gathering Midcourse Feedback in College Classrooms, Alison Cook-Sather
"I Am Not Afraid to Listen": Prospective Teachers Learning from Students, Alison Cook-Sather
Submissions from 2008
Returning to the Mirror: Reflections on Promoting Constructivism in Three Educational Contexts, Alison Cook-Sather
"What You Get Is Looking in a Mirror, Only Better": Inviting Students to Reflect (on) College Teaching, Alison Cook-Sather
Submissions from 2007
Direct Links: Using E-mail to Connect Preservice Teachers, Experienced Teachers, and High School Students within an Undergraduate Teacher Preparation Program, Alison Cook-Sather
Resisting the Impositional Potential of Student Voice Work: Lessons for Liberatory Educational Research from Poststructuralist Feminist Critiques of Critical Pedagogy, Alison Cook-Sather
Breaking the Rule of Discipline in Interdisciplinarity: Redefining Professors, Students, and Staff as Faculty, Alison Cook-Sather and Elliott Shore
Repositioning Students in Initial Teacher Preparation: A Comparative Descriptive Analysis of Learning to Teach for Social Justice in the United States and in England, Alison Cook-Sather and Bernadette Youens
Submissions from 2006
"Change Based on What Students Say": Preparing Teachers for a Paradoxical Model of Leadership, Alison Cook-Sather
Newly Betwixt and Between: Revising Liminality in the Context of a Teacher Preparation Program, Alison Cook-Sather
Sound, Presence, and Power: "Student Voice" in Educational Research and Reform, Alison Cook-Sather
The "Constant Changing of Myself": Revising Roles in Undergraduate Teacher Preparation, Alison Cook-Sather
Submissions from 2003
Education as Translation: Students Transforming Notions of Narrative and Self, Alison Cook-Sather
Movements of Mind: The Matrix, Metaphors, and Re-Imagining Education, Alison Cook-Sather
Submissions from 2002
Authorizing Students' Perspectives: Toward Trust, Dialogue, and Change in Education, Alison Cook-Sather
Submissions from 2001
Between Student and Teacher: Learning to Teach as Translation, Alison Cook-Sather
Unrolling Roles in Techno-Pedagogy: Toward New Forms of Collaboration in Traditional College Settings, Alison Cook-Sather
Submissions from 2000
Seeing the Students behind the Stereotypes: The Perspective of Three Preservice Teachers, Alison Cook-Sather and Ondrea Reisinger