Developing inclusive pedagogical practices: the role of pupil voice in self-assessment

Mhairi Beaton, Lani Florian

Research output: Contribution to conferenceUnpublished paper


This paper explores the concept of ‘Participation and Collaboration: Learning Together’ as outlined by Black-Hawkins et al. (2007) within a project exploring inclusive pedagogical practices in two primary school sites; one in Cambridgeshire and one in Aberdeenshire. There are two overarching aims in this project. One of these aims is to extend current research on inclusive pedagogical practices (Black-Hawkins, Florian and Rouse, 2009, Florian, 2007, 2009, Florian and Linklater, 2009), which has highlighted the importance of two key areas: firstly the role of pupil voice in self-assessment (Rudduck & Flutter 2004) and its role in enhancing the learning for all and secondly how the craft knowledge of teachers committed to inclusive pedagogy develops as they learn to listen (McIntyre, Peddar and Rudduck, 2005, MacNaughton et al., 2007). The second aim focused on teacher professional learning. The research was designed to capture empirical evidence of ‘respectful conversations’ (Giugni, 2006, p106) about the learners’ self assessment as well as qualitative evidence of classroom practice using the LOCIT (Lesson Observation and Critical Incident Technique) process (Coyle et al., 2010) to form a digital evidence base to enable data sharing across the schools and to allow teachers and pupils involved to reflect on the process. Ongoing data analysis is focusing on the exploration of differences in choice of significant moments between teachers, children and researchers.
Original languageEnglish
Publication statusPublished - 24 Nov 2011
EventScottish Educational Research Association Conference (2011) - Stirling, United Kingdom
Duration: 24 Nov 201125 Nov 2011


ConferenceScottish Educational Research Association Conference (2011)
Country/TerritoryUnited Kingdom


  • self assessment
  • pupil voice
  • inclusive pedagogy


Dive into the research topics of 'Developing inclusive pedagogical practices: the role of pupil voice in self-assessment'. Together they form a unique fingerprint.

Cite this