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9781847062697

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Reviews

'Much lip service is paid to the 'voice of the learner', following the influential research of Jean Rudduck and Donald McIntyre. This book, however, takes that voice seriously and provides a persuasive and authentic account of that voice, demonstrating how it needs to be taken much more seriously in the life of the school and in the development of the curriculum - responding to their experiences, doubts and aspirations.'Richard Pring, Lead Director of the Nuffield Review 14-19 Education and Training, UK, and Professor of Education, Department of Education, University of Oxford, UK

'This is a timely book, given the current interest in extending the years of formal education and expanding universities. It is also a fascinating and important one...All in all, a book that should give hope to those who believe that children still both enjoy and believe in school.'Robin Barrow, Professor of the Philosophy of Education, Simon Fraser University, Canada 'This study makes a significant contribution to the area of children's experiences of secondary education... of relevance and interest to students and academics in sociology and childhood studies, to policy-makers and to anyone with a wider interest in childhood and education.' Educational Review 'A timely book in educational research breaking the loud silence of children's voices in educational debates... Given the dearth of studies that take children's opinions seriously, the authors fill a large void, making a compelling case for extending research in this field.' Teacher Development 'Much lip service is paid to the 'voice of the learner', following the influential research of Jean Rudduck and Donald McIntyre. This book, however, takes that voice seriously and provides a persuasive and authentic account of that voice, demonstrating how it needs to be taken much more seriously in the life of the school and in the development of the curriculum - responding to their experiences, doubts and aspirations.'Richard Pring, Lead Director of the Nuffield Review 14-19 Education and Training, UK, and Professor of Education, Department of Education, University of Oxford, UK

Author Information

Paul Croll is Professor in the Institute of Education at the University of Reading, UK. Gaynor Attwood is Professor in the Faculty of Social Sciences and Humanities at the University of the West of England, UK. Carol Fuller is Lecturer in the Institute of Education at the University of Reading, UK. Anthony Haynes is former Chair of the English Association schools committee, former faculty co-ordinator and mentor of PGCE students and NQTs.

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