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Alison Cook-Sather

Alison Cook-Sather

D-Index & Metrics

Social Sciences and Humanities

D-Index
42
Citations
11449
World Ranking
4617
National Ranking
2196

Overview

Alison Cook-Sather is affiliated with Bryn Mawr College in the United States and has a primary focus on the social sciences, particularly in education with additional work in sociology and political science, social psychology, developmental and educational psychology, and safety research. Their research activity encompasses 97 publications predominantly in the field of education.

Their recent publications address themes related to pedagogical partnership, empowerment, feedback literacy, and social justice in higher education. Notable papers include:

  • "Politicised compassion and pedagogical partnership: A discourse and practice for social justice in the inclusive academy," 2020, International Journal for Students as Partners
  • "Fostering Agentic Engagement: Working toward Empowerment and Equity through Pedagogical Partnership," 2021, International Journal for the Scholarship of Teaching and Learning
  • "Developing new faculty voice and agency through trustful, overlapping, faculty-faculty and student-faculty conversations," 2021, The International Journal for Academic Development
  • "What do students and teachers talk about when they talk together about feedback and assessment? Expanding notions of feedback literacy through pedagogical partnership," 2023, Assessment & Evaluation in Higher Education
  • "'I was involved as an equal member of the community': how pedagogical partnership can foster a sense of belonging in Black, female students," 2021, Cambridge Journal of Education

Frequent collaborators in their work include Kelly Matthews, Sarah Slates, Mick Healey, Nandeeta Bala, and Elena Marcovici. The main venues where Cook-Sather publishes include:

  • International Journal for Students as Partners
  • Higher Education Research & Development
  • To Improve the Academy
  • International Journal for the Scholarship of Teaching and Learning
  • Assessment & Evaluation in Higher Education

Cook-Sather's research addresses several key topics within higher education, including:

  • Higher Education Practices and Engagement
  • Collaborative Teaching and Inclusion
  • Evaluation of Teaching Practices
  • Reflective Practices in Education
  • Higher Education and Employability
  • Student Assessment and Feedback
  • Communication in Education and Healthcare

They have also contributed to academic discourse through book publications. Two notable titles are "Writing about Learning and Teaching in Higher Education" (2020), published by Elon University Center for Engaged Learning eBooks, and "Writing about Learning and Teaching in Higher Education: Creating and Contributing to Scholarly Conversations across a Range of Genres" (2020), published by the University of Gloucestershire.

Best Publications

  • Authorizing Students’ Perspectives: Toward Trust, Dialogue, and Change in Education

    Alison Cook-Sather

  • Engaging Students as Partners in Learning and Teaching: A Guide for Faculty

    Alison Cook-Sather;Catherine Bovill;Peter Felten;Maryellen Gleason Weimer

  • Sound, Presence, and Power: “Student Voice” in Educational Research and Reform

    Alison Cook-Sather

  • Students as co‐creators of teaching approaches, course design, and curricula: implications for academic developers

    Catherine Bovill;Alison Cook‐Sather;Peter Felten

  • Addressing potential challenges in co-creating learning and teaching: overcoming resistance, navigating institutional norms and ensuring inclusivity in student–staff partnerships

    Catherine Bovill;Alison Cook-Sather;Peter Felten;Luke Millard

  • Student-faculty partnership in explorations of pedagogical practice: a threshold concept in academic development

    Alison Cook-Sather

  • Tracing the Evolution of Student Voice in Educational Research

    Alison Cook-Sather

  • Movements of Mind: The Matrix , Metaphors, and Re-imagining Education

    Alison Cook-Sather

  • Resisting the Impositional Potential of Student Voice Work: Lessons for liberatory educational research from poststructuralist feminist critiques of critical pedagogy

    Alison Cook-Sather

  • Students as Learners and Teachers: Taking Responsibility, Transforming Education, and Redefining Accountability

    Alison Cook-Sather

  • International handbook of student experience in elementary and secondary school

    Dennis Thiessen;Alison Cook-Sather

  • Newly Betwixt and Between: Revising Liminality in the Context of a Teacher Preparation Program

    Alison Cook-Sather

  • Greater Engagement in and Responsibility for Learning: What Happens When Students Cross the Threshold of Student-Faculty Partnership.

    Alison Cook-Sather;Alia Luz

  • ‘Change based on what students say’: preparing teachers for a paradoxical model of leadership

    Alison Cook‐Sather

  • Student voice across contexts: Fostering student agency in today’s schools

    Alison Cook-Sather

  • What Is and What Can Be: How a Liminal Position Can Change Learning and Teaching in Higher Education

    Alison Cook-Sather;Zanny Alter

  • What Would Happen If We Treated Students as Those With Opinions That Matter? The Benefits to Principals and Teachers of Supporting Youth Engagement in School

    Alison Cook-Sather

  • Toward theories of partnership praxis: an analysis of interpretive framing in literature on students as partners in teaching and learning

    Kelly E. Matthews;Alison Cook-Sather;Anita Acai;Sam Lucie Dvorakova;Sam Lucie Dvorakova

  • Learning from the Student's Perspective: A Sourcebook for Effective Teaching

    Alison Cook-Sather;Brandon Clarke;Daniel Condon;Kathleen Cushman

  • From Traditional Accountability to Shared Responsibility: The Benefits and Challenges of Student Consultants Gathering Midcourse Feedback in College Classrooms

    Alison Cook‐Sather

  • Education Is Translation: A Metaphor for Change in Learning and Teaching

    Alison Cook-Sather

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