Amanda Roberts and Judith Nash (2007)

Abstract
This paper explores the potential of student-led inquiry work to support school improvement. Drawing on the activity of Students as Researchers groups in two Hertfordshire secondary schools, it begins by discussing the impetus for schools to listen to students. It suggests that challenging students have a specific input to make. It moves on to explore emergent issues in student-led inquiry work, highlighting the significance of power relations. An examination of the potential impact of student-led inquiry work on school improvement leads to an investigation of a model of joint student/teacher-led development work. The paper concludes with some suggested implications of this study for school leaders.

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