@article{1399440,
      recid = {1399440},
      author = {Bell, Lisa M., and Aldge, Jill M.,},
      title = {Student voice, teacher action research and classroom  improvement [electronic resource] /},
      pages = {1 online resource.},
      abstract = {The issue of teacher quality is increasingly seen as being  central to education policy development and this emphasis  highlights the role teacher professional development plays  in improving teacher effectiveness and the quality of  learning in the classroom. This book describes a  large-scale research program which investigated the  feasibility of using student perceptual measures as the  basis for teacher development and classroom improvement.  The book describes how teachers? use of the student  feedback, as part of an action-research process, was used  to guide improvements to their respective classrooms which  in turn provided them with increased opportunities for  teacher development and growth. In addition to this, it  reports the efforts of one school which purposefully linked  the involvement of their teachers to their school  improvement initiatives. This book would be of interest to  a range of audiences including researchers, teachers and  school leaders. Its attractions include its far-reaching  implications for educational systems concerning the ways in  which student feedback can be used to facilitate teacher  development and growth. The book also reports the use of a  multi-method research design in which quantitative and  qualitative methods were successfully employed  simultaneously within two concurrent and interrelated  investigations.},
      url = {http://library.usi.edu/record/1399440},
      doi = {https://doi.org/10.1007/978-94-6209-776-6},
}