Messiou, K., & Ainscow, M. (2020). Inclusive Inquiry: student-teacher dialogue as a means of promoting inclusion in schools. British Educational Research Journal, 1-18. DOI: 10.1002/berj.3602
Messiou, K. (2019). The missing voices: students as a catalyst for promoting inclusive education. International Journal of Inclusive Education. DOI: 10.1080/13603116.2019.1623326
Hedegaard-Soerensen, L. & Penthin Grumloese, S. (2020) Student-teacher dialogue for lesson planning: inclusion in the context of national policy and local culture, Nordic Journal of Studies in Educational Policy, 6:1, 25-36, DOI: 10.1080/20020317.2020.1747376. https://doi.org/10.1080/20020317.2020.1747376
Sandoval Mena, M., Simón Rueda, C. y, Echeita Sarrionandia, G. (2020). ¿Qué me ayuda a aprender y participar?: Herramientas para recoger las voces de los estudiantes. Revista de Educación Inclusiva, 13(1), 12-27. https://revistaeducacioninclusiva.es/index.php/REI/article/view/567
“Responding to diversity by engaging with students’ voices: A strategy for teacher development” (earlier EU related project):
- Messiou, K., Ainscow, M., Echeita, G., Goldrick, S., Hope, M., Paes, I., Sandoval, M., Simon, C. and Vitorino, T. (2016). Learning from differences: a strategy for teacher development in respect to student diversity. School Effectiveness and School Improvement, 27(1), 45-61. DOI: 10.1080/09243453.2014.966726
- Messiou, K., & Ainscow, M. (2015). Responding to learner diversity: student views as a catalyst for powerful teacher development? Teaching and Teacher Education, 51, 246-255. DOI: 10.1016/j.tate.2015.07.002
- Messiou, K., & Hope, M. A. (2015). The danger of subverting students’ views in schools. International Journal of Inclusive Education, 19(10), 1009-1021. DOI: 10.1080/13603116.2015.1024763
