Negotiating informed consent with children in school-based research: A critical review.
Gallagher, M., Haywood, S. L., Jones, M. W., & Milne, S. (2010). Negotiating informed consent with children in school-based research: A critical review. Children & Society, 24(6). pp. 471-482.
Being seen and heard? The ethical complexities of working with children and young people at home and at school.
Valentine, G. (1999). Being seen and heard? The ethical complexities of working with children and young people at home and at school. Ethics, Place & Environment: A Journal of Philosophy & Geography, 2(2). pp. 141-155.
Intervening in friendship exclusion? The politics of doing feminist research with teenage girls.
Morris-Roberts, K. (2001). Intervening in friendship exclusion? The politics of doing feminist research with teenage girls. Ethics, Place & Environment, 4(2). pp. 147-153.
Hearing children’s voices: Methodological issues in conducting focus groups with children aged 7-11 years.
Morgan, M., Gibbs, S., Maxwell, K., & Britten, N. (2002). Hearing children’s voices: Methodological issues in conducting focus groups with children aged 7-11 years. Qualitative Research, 2(1). pp. 5-20.
Children and young people’s views of social research: The case of research on home-school relations.
Edwards, R., & Alldred, P. (1999). Children and young people’s views of social research: The case of research on home-school relations. Childhood, 6(2). pp. 261-281.
Children and school-based research: ‘Informed consent’ or ‘educated consent’?
David, M., Edwards, R., & Alldred, P. (2001). Children and school-based research: ‘Informed consent’ or ‘educated consent’? British Educational Research Journal, 27(3). pp. 347-365.