Alison Cook-Sather
Alison Cook-Sather
Mary Katharine Woodworth Professor of Education, Bryn Mawr College
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TitleCited byYear
Authorizing students’ perspectives: Toward trust, dialogue, and change in education
A Cook-Sather
Educational researcher 31 (4), 3-14, 2002
Sound, presence, and power:“Student voice” in educational research and reform
A Cook-Sather
Curriculum inquiry 36 (4), 359-390, 2006
Engaging students as partners in learning and teaching: A guide for faculty
A Cook-Sather, C Bovill, P Felten
John Wiley & Sons, 2014
Students as co‐creators of teaching approaches, course design, and curricula: implications for academic developers
C Bovill, A Cook‐Sather, P Felten
International Journal for Academic Development 16 (2), 133-145, 2011
In our own words: Students' perspectives on school
M Alfaro
Rowman & Littlefield, 2001
Addressing potential challenges in co-creating learning and teaching: overcoming resistance, navigating institutional norms and ensuring inclusivity in student–staff partnerships
C Bovill, A Cook-Sather, P Felten, L Millard, N Moore-Cherry
Higher Education 71 (2), 195-208, 2016
Movements of mind: The matrix, metaphors, and re-imagining education
A Cook-Sather
Teachers college record 105 (6), 946, 2003
Resisting the impositional potential of student voice work: Lessons for liberatory educational research from poststructuralist feminist critiques of critical pedagogy
A Cook-Sather
Discourse: studies in the cultural politics of education 28 (3), 389-403, 2007
‘Change based on what students say’: preparing teachers for a paradoxical model of leadership
A Cook‐Sather
International Journal of Leadership in Education 9 (4), 345-358, 2006
Student-faculty partnership in explorations of pedagogical practice: A threshold concept in academic development
A Cook-Sather
International Journal for Academic Development 19 (3), 186-198, 2014
Handbook of Student Experience in Elementary and Secondary School
D Thiessen, A Cook-Sather
Published by Springer, 2007
Students as learners and teachers: Taking responsibility, transforming education, and redefining accountability
A Cook-Sather
Curriculum Inquiry 40 (4), 555-575, 2010
Newly betwixt and between: Revising liminality in the context of a teacher preparation program
A Cook‐Sather
Anthropology & education quarterly 37 (2), 110-127, 2006
What would happen if we treated students as those with opinions that matter? The benefits to principals and teachers of supporting youth engagement in school
A Cook-Sather
NASSP bulletin 91 (4), 343-362, 2007
Education is translation: A metaphor for change in learning and teaching
A Cook-Sather
University of Pennsylvania Press, 2006
What is and what can be: How a liminal position can change learning and teaching in higher education
A Cook‐Sather, Z Alter
Anthropology & Education Quarterly 42 (1), 37-53, 2011
From traditional accountability to shared responsibility: The benefits and challenges of student consultants gathering midcourse feedback in college classrooms
A Cook‐Sather
Assessment & Evaluation in Higher Education 34 (2), 231-241, 2009
Learning from the student's perspective: A sourcebook for effective teaching
A Cook-Sather, B Clarke, D Condon, K Cushman, H Demetriou, L Easton
Routledge, 2015
‘What you get is looking in a mirror, only better’: Inviting students to reflect (on) college teaching
A Cook‐Sather
Reflective Practice 9 (4), 473-483, 2008
Students ‘experience of school curriculum: The everyday circumstances of granting and withholding assent to learn
F Erickson, R Bagrodia, A Cook-Sather, M Espinoza, S Jurow, JJ Shultz, ...
The Sage handbook of curriculum and instruction, 198-218, 2008
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