Giving Student Groups a Stronger Voice: Using Participatory Research and Action (PRA) to Initiate Change to a Curriculum

DC FieldValueLanguage
dc.contributor.authorO'Neill, Geraldine-
dc.contributor.authorMcMahon, Sinead-
dc.date.accessioned2015-04-09T16:37:06Z-
dc.date.available2015-04-09T16:37:06Z-
dc.date.copyright2012 Taylor and Francisen
dc.date.issued2012-05-18-
dc.identifier.citationInnovations in Education and Teaching Internationalen
dc.identifier.urihttp://hdl.handle.net/10197/6462-
dc.description.abstractTraditional 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.en
dc.language.isoenen
dc.publisherTaylor and Francisen
dc.rightsThis is an electronic version of an article published in Innovations in Education and Teaching International, 49(2): 161-171 (2012). Education and Teaching International is available online at: www.tandfonline.com/doi/abs/10.1080/14703297.2012.677656en
dc.subjectParticipatory research and action (PRA)en
dc.subjectEmpowermenten
dc.subjectGroup consensusen
dc.titleGiving Student Groups a Stronger Voice: Using Participatory Research and Action (PRA) to Initiate Change to a Curriculumen
dc.typeJournal Articleen
dc.internal.authorcontactothergeraldine.m.oneill@ucd.ie-
dc.internal.availabilityFull text availableen
dc.statusPeer revieweden
dc.identifier.volume49en
dc.identifier.issue2en
dc.identifier.startpage161en
dc.identifier.endpage171en
dc.identifier.doi10.1080/14703297.2012.677656-
dc.neeo.contributorO'Neill|Geraldine|aut|-
dc.neeo.contributorMcMahon|Sinead|aut|-
dc.internal.rmsid186302301-
dc.date.updated2015-03-04T11:26:25Z-
item.grantfulltextopen-
item.fulltextWith Fulltext-
Appears in Collections:Teaching & Learning research
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