Relationships Between Pupils and Teachers

  • David Morris


In Chap.  1, I briefly outlined how I employed the process of coding and the use of themes to explore and analyse the data. The purpose of using this approach was not just to develop a framework with which to map the experiences of the teachers and pupils and the processes they engaged with but also to establish meaningful connections between the aims and purpose of the study and the findings. The findings presented in this chapter, and the next, are grouped thematically and the reason for doing so is because the use of themes provides a conceptual coherency to those findings and allows the narrative surrounding the project and its participants to develop naturally and logically.

I begin this chapter by providing a point of reference as to how student voice operates at Appledawn and then move on to consider Trust and Empathy, Role Reversal and Status and Pupils’ and Teachers’ ICT Skills. These three themes concern how the reversal of the teacher-to-pupil model of instruction influences relationships between pupils and teachers and the ways they engage not just with the technology, but more importantly their own teaching and learning.


Student-teacher relationships Trust Empathy Role reversal 


  1. Becta. (2010). Harnessing Technology School Survey: 2010. Coventry: Becta.Google Scholar
  2. Cox, M., & Marshall, G. (2007). Effects of ICT: Do We Know What We Should Know? Education and Information Technologies, 12(2), 59–70.CrossRefGoogle Scholar
  3. Fielding, M. (2011). Student Voice and the Possibility of Radical Democratic Education. In G. Czerniawski & W. Kidd (Eds.), The Student Voice Handbook: Bridging the Academic/Practitioner Divide (pp. 3–17). Bingley: Emerald.Google Scholar
  4. Giroux, H., & McLaren, P. (Eds.). (1989). Critical Pedagogy, the State, and Cultural Struggle. Albany: State University of New York Press.Google Scholar
  5. Hollingworth, S., Mansaray, A., Allen, K., & Rose, A. (2011). Parents’ Perspectives on Technology and Children’s Learning in the Home: Social Class and the Role of the Habitus. Journal of Computer Assisted Learning, 27, 247–360.CrossRefGoogle Scholar
  6. Lensmire, T. J. (1998). Rewriting Student Voice. Journal of Curriculum Studies, 30(3), 261–291.CrossRefGoogle Scholar
  7. Lizzio, A., Dempster, N., & Neumann, R. (2011). Pathways to Formal and Informal Student Leadership: The Influence of Peer and Teacher–Student Relationships and Level of School Identification on Students’ Motivations. International Journal of Leadership in Education, 14(1), 85–102.CrossRefGoogle Scholar
  8. Lodge, C. (2005). From Hearing Voices to Engaging in Dialogue: Problematising Student Participation in School Improvement. Journal of Educational Change, 6, 125–146.CrossRefGoogle Scholar
  9. Meyer, J. (1977). The Effects of Education as an Institution. American Journal of Sociology, 83(1), 55–77.CrossRefGoogle Scholar
  10. Mullis, G. (2011). Student Voice: Changing Practice and Developing Partnerships. In G. Czerniawski & W. Kidd (Eds.), The Student Voice Handbook: Bridging the Academic/Practitioner Divide (pp. 209–224). Bingley: Emerald.Google Scholar
  11. Rudduck, J. (2004). Consulting Pupils About Teaching and Learning. In NCSL (Ed.), Learning Texts (pp. 80–92). Nottingham: National College for School Leadership.Google Scholar
  12. Smyth, J. (2006). ‘When Students Have Power’: Student Engagement, Student Voice, and the Possibilities for School Reform Around ‘Dropping Out of School’. International Journal of Leadership in Education, 9(4), 285–298.CrossRefGoogle Scholar
  13. Stenhouse, L. A. (1975). An Introduction to Curriculum Research and Development. London: HMSO.Google Scholar
  14. Taylor, C., & Robinson, C. (2009). Student Voice: Theorising Power and Participation. Pedagogy, Culture and Society, 17(2), 161–175.CrossRefGoogle Scholar
  15. Waterhouse, J. (2011). Research Methods for Pupil Engagement: Hearing Student Voice. In G. Czerniawski & W. Kidd (Eds.), The Student Voice Handbook: Bridging the Academic/Practitioner Divide (pp. 295–306). Bingley: Emerald.Google Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  • David Morris
    • 1
  1. 1.LondonUK

Personalised recommendations