| dc.contributor.author | Cross, Beth | |
| dc.contributor.author | Manion, Greg | |
| dc.contributor.author | Shanks, Rachel K | |
| dc.date.accessioned | 2022-06-07T15:39:01Z | |
| dc.date.available | 2022-06-07T15:39:01Z | |
| dc.date.issued | 2022-02-01 | |
| dc.identifier | 198606652 | |
| dc.identifier | 2be048e2-76ea-4904-a895-0836276a33e1 | |
| dc.identifier | 85120993586 | |
| dc.identifier.citation | Cross , B , Manion , G & Shanks , R K 2022 , ' Making Waves : a cross-study analysis of young people's participation arenas in Scotland’s schools ' , Childhood , vol. 9 , no. 1 , pp. 75-93 . https://doi.org/10.1177/09075682211053972 | en |
| dc.identifier.issn | 0907-5682 | |
| dc.identifier.other | ORCID: /0000-0002-7895-5136/work/104426725 | |
| dc.identifier.uri | https://hdl.handle.net/2164/18690 | |
| dc.description | Funding The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Study Two was funded by the Children and Young People’s Commissioner Scotland. Link: https://www.cypcs.org.uk/ufiles/achievement-and-attainment.pdf. Its follow-on project was funded by Education Scotland (2018). Link: https://education.gov.scot/improvement/Documents/learner-participation.pdf. Study Three was funded by Teaching and Learning Scotland. http://eprints.gla.ac.uk/53932/ | en |
| dc.format.extent | 19 | |
| dc.format.extent | 1149809 | |
| dc.language.iso | eng | |
| dc.relation.ispartof | Childhood | en |
| dc.subject | Participation | en |
| dc.subject | decision-making | en |
| dc.subject | representation | en |
| dc.subject | social material critique | en |
| dc.subject | agential realism | en |
| dc.subject | L Education | en |
| dc.subject.lcc | L | en |
| dc.title | Making Waves : a cross-study analysis of young people's participation arenas in Scotland’s schools | en |
| dc.type | Journal article | en |
| dc.contributor.institution | University of Aberdeen.Initial Teacher Education (ITE) | en |
| dc.contributor.institution | University of Aberdeen.Education | en |
| dc.description.status | Peer reviewed | en |
| dc.identifier.doi | 10.1177/09075682211053972 | |
