Giving Student Groups a Stronger Voice: Using Participatory Research and Action (PRA) to Initiate Change to a Curriculum
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|Title:||Giving Student Groups a Stronger Voice: Using Participatory Research and Action (PRA) to Initiate Change to a Curriculum||Authors:||O'Neill, Geraldine
|Permanent link:||http://hdl.handle.net/10197/6462||Date:||18-May-2012||Abstract:||Traditional student feedback mechanisms have been criticised for being teacher-centered in design and in particular, for their absence of transparent follow-up actions. In contrast, this study describes the process and the evaluation of a participatory research and action (PRA) approach used in an undergraduate Physiotherapy degree. This approach aimed to give students a stronger voice in order to identify the issues they felt were most important and to involve them in the subsequent actions to change or influence their curriculum. Using group consensus, key areas were identified by the students using a variety of PRA techniques, solutions were recommended and some actions implemented. Both students and staff maintained that the process had gone some way to empowering students and had begun a ripple effect in relation to student involvement in on-going curriculum design and debate.||Type of material:||Journal Article||Publisher:||Taylor and Francis||Journal:||Innovations in Education and Teaching International||Volume:||49||Issue:||2||Start page:||161||End page:||171||Copyright (published version):||2012 Taylor and Francis||Keywords:||Participatory research and action (PRA); Empowerment; Group consensus||DOI:||10.1080/14703297.2012.677656||Language:||en||Status of Item:||Peer reviewed|
|Appears in Collections:||Teaching & Learning research|
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