© 2007

International Handbook of Student Experience in Elementary and Secondary School

  • Dennis Thiessen
  • Alison Cook-Sather
  • A collection of studies that is the first Handbook in this area

  • Encompasses studies from across countries

  • Encompasses studies that focus on a wide range of students' age levels, kinds of schools, and academic placement within schools

  • Has as its main goal to gather not only students' experiences of school but students' perspectives on or interpretations of those experiences; in other words, to include students' voices and analyses in interpretations of their experiences

  • Demonstrates revised and expanded uses of qualitative research methods both to research students' experiences and to represent those experiences in new ways


Table of contents

  1. Front Matter
    Pages I-XXXVI
  2. Researching Student Experiences in Elementary and Secondary School: An Evolving Field of Study

  3. How Students Participate in and Make Sense of Life in Classrooms and Schools

  4. Who Students Are and How They Develop in Classrooms and Schools

About this book


The International Handbook of Student Experience in Elementary and Secondary School is the first handbook of its kind to be published. It brings together in a single volume the groundbreaking work of scholars who have conducted studies of student experiences of school in Afghanistan, Australia, Canada, England, Ghana, Ireland, Pakistan, and the United States. Drawing extensively on students’ interpretations of their experiences in school as expressed in their own words, chapter authors offer insights into how students conceptualize and approach school, how students understand and address the ongoing social opportunities for and challenges in working with other students and teachers, and the multiple ways in which students shape and contribute to school improvement. The individual chapters are framed by an opening chapter, which provides background on, bases of, and trends in research on students’ experiences of school, and a final chapter, which uses the interpretive framework translation provided to explore how researching students’ experiences of school challenges those involved to translate the qualitative research methods they use, the terms they evoke to describe and define students’ experiences of schools, and, in fact, themselves as researchers.


Fairness Gender Standards education learning literacy morality

Editors and affiliations

  • Dennis Thiessen
    • 1
  • Alison Cook-Sather
    • 2
  1. 1.University of TorontoCanada
  2. 2.Bryn Mawr CollegeBryn MawrUSA

Bibliographic information