How can we involve students in classroom decisions? What difficulties might arise? What benefits can be expected?
This collection addresses these questions by bringing together accounts from teachers who have introduced shared decision-making with students. The book describes the rationale for process syllabuses, which aim to provide a structure for negotiation. It provides examples from primary, secondary, tertiary and teacher education from a wide range of contexts – including Europe, the USA, South America, and Asia. The collection focuses on practice and provides a framework for teachers to experiment in their own classrooms.
