From why to why not? The conundrum of including learners' perspectives: a response to this Special Issue
This commentary explores the conundrum of why learners are not routinely involved in decisions about their own learning. It suggests that engaging learners in their own learning and in the development of education systems is central to the improvement of education. Given the evidence from this Spec...
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UCL Press
2013-06-01
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| Series: | London Review of Education |
| Online Access: | https://www.scienceopen.com/document?vid=ec62a9c2-a4c0-40ae-8793-09421f0a09c6 |
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doaj-9eb9707ad58b4438a58cad41c694943e2020-12-16T09:43:47ZengUCL PressLondon Review of Education1474-84792013-06-0110.1080/14748460.2013.799814From why to why not? The conundrum of including learners' perspectives: a response to this Special IssueLouise HaywardThis commentary explores the conundrum of why learners are not routinely involved in decisions about their own learning. It suggests that engaging learners in their own learning and in the development of education systems is central to the improvement of education. Given the evidence from this Special Issue that all learners have the potential to engage fully in education systems and processes, the commentary concludes that the question why involve learners should change to ask questions of those who do not involve learners as a matter of course in educational decisions that impact on both the individual and society.https://www.scienceopen.com/document?vid=ec62a9c2-a4c0-40ae-8793-09421f0a09c6 |
| collection |
DOAJ |
| language |
English |
| format |
Article |
| sources |
DOAJ |
| author |
Louise Hayward |
| spellingShingle |
Louise Hayward From why to why not? The conundrum of including learners' perspectives: a response to this Special Issue London Review of Education |
| author_facet |
Louise Hayward |
| author_sort |
Louise Hayward |
| title |
From why to why not? The conundrum of including learners' perspectives: a response to this Special Issue |
| title_short |
From why to why not? The conundrum of including learners' perspectives: a response to this Special Issue |
| title_full |
From why to why not? The conundrum of including learners' perspectives: a response to this Special Issue |
| title_fullStr |
From why to why not? The conundrum of including learners' perspectives: a response to this Special Issue |
| title_full_unstemmed |
From why to why not? The conundrum of including learners' perspectives: a response to this Special Issue |
| title_sort |
from why to why not? the conundrum of including learners' perspectives: a response to this special issue |
| publisher |
UCL Press |
| series |
London Review of Education |
| issn |
1474-8479 |
| publishDate |
2013-06-01 |
| description |
This commentary explores the conundrum of why learners are not routinely involved in decisions about their own learning. It suggests that engaging learners in their own learning and in the development of education systems is central to the improvement of education. Given the evidence
from this Special Issue that all learners have the potential to engage fully in education systems and processes, the commentary concludes that the question why involve learners should change to ask questions of those who do not involve learners as a matter of course in educational decisions
that impact on both the individual and society. |
| url |
https://www.scienceopen.com/document?vid=ec62a9c2-a4c0-40ae-8793-09421f0a09c6 |
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AT louisehayward fromwhytowhynottheconundrumofincludinglearnersperspectivesaresponsetothisspecialissue |
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