Students as partners: Challenges and opportunities in the Asian context
Abbot, S., & Cook-Sather, A. (2020). The productive potential of pedagogical disagreements in classroom-focused student-staff partnerships. Higher Education Research & Development. https://doi.org/10.1080/07294360.2020.1735315
Biesta, G (2019). Should teaching be re(dis)covered? Introduction to a symposium. Studies in Philosophy and Education, 38, 549-553. https://doi.org/10.1007/s11217-019-09667-y
Cenkner, W (1993). A tradition of teachers- Sankara and Jagatguru today. Motilal Banarsidas
Publisher. New Delhi- India.
Cook-Sather, A. (2019). Respecting voices: How the co-creation of teaching and learning can support academic staff, underrepresented students, and equitable practices. Higher Education, 79(1), 885-901. https://doi.org/10.1007/s10734-019-00445-w
Cook-Sather, A. (2011).Layered learning: Student consultants deepening classroom and life
lessons. Educational Action Research, 19(1), 41-57. https://doi.org/10.1080/09650792.2011.547680
Green, W. (2019). Stretching the cultural-linguistic boundaries of “students as partners.” International Journal for Students as Partners, 3(1), 84-88. https://doi.org/10.15173/ijsap.v3i1.3791
Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. York: HE Academy. Retrieved from https://www.advance-he.ac.uk/knowledge-hub/developing-undergraduate-research-and-inquiry
Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind. New York, NY: McGraw-Hill.
Kaur, A., Noman, M., & Nordin, H., (2017). Inclusive assessment for linguistically diverse learners in higher education. Assessment & Evaluation in Higher Education, 42(5), 756-771. https://doi.org/10.1080/02602938.2016.1187250
Kaur, A., Awang-Hashim, R., & Kaur, M. (2019). Students’ experiences of co-creating classroom instruction with faculty- a case study in Eastern context. Teaching in Higher Education, 24(4), 461-477. https://doi.org/10.1080/13562517.2018.1487930
Liang, Y. & Matthews, K. E. (2020): Students as partners practices and theorisations in Asia: A scoping review. Higher Education Research & Development. https://doi.org/10.1080/07294360.2020.1773771
Stevenson, H., & Stigler, J. (1992). The learning gap. New York: Simon & Schuster
Tan, C. (2017). Confucianism and education. In Noblit, G. (Ed.), Oxford research encyclopaedia of education (pp. 1-18). New York: Oxford University Press.
Woolmer, C., Sneddon, P., Curry, G., Hill, B., Fehertavi, S., Longbone, C., & Wallace, K. (2016). Student staff partnership to create an interdisciplinary science skills course in a research intensive university. International Journal for Academic Development, 21(1), 16-27. https://doi.org/10.1080/1360144X.2015.1113969
How to Cite
Copyright (c) 2020 Amrita Kaur
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process - this applies to the submitted, accepted, and published versions of the manuscript. This can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access).