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Cited by

• 2011What Is and What Can Be: How a Liminal Position Can Change Learning and Teaching in Higher Education157 cited
• 2010Students as Learners and Teachers: Taking Responsibility, Transforming Education, and Redefining Accountability154 cited
• 2007Resisting the Impositional Potential of Student Voice Work: Lessons for liberatory educational research from poststructuralist feminist critiques of critical pedagogy121 cited
• 2015Dialogue across Differences of Position, Perspective, and Identity: Reflective Practice in/on a Student-Faculty Pedagogical Partnership Program94 cited
• 2006‘Change based on what students say’: preparing teachers for a paradoxical model of leadership93 cited
• 2008From traditional accountability to shared responsibility: the benefits and challenges of student consultants gathering midcourse feedback in college classrooms93 cited
• 2008Between Constructivism and Connectedness92 cited
• 2013Multiplying perspectives and improving practice: what can happen when undergraduate students collaborate with college faculty to explore teaching and learning89 cited
• 2007What Would Happen If We Treated Students as Those With Opinions That Matter? The Benefits to Principals and Teachers of Supporting Youth Engagement in School84 cited
• 2011Layered learning: student consultants deepening classroom and life lessons76 cited
• 2009“I Am Not Afraid to Listen”: Prospective Teachers Learning From Students64 cited
• 2016Translating Partnerships: How Faculty-Student Collaboration in Explorations of Teaching and Learning Can Transform Perceptions, Terms, and Selves