Authorizing Students’ Perspectives: Toward Trust, Dialogue, and Change in Education

Cook-­Sather, Alison

doi:10.3102/0013189x031004003

Cited by 644 publications

(435 citation statements)

References 40 publications

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“…One outcome of a lack of connection between research and classrooms is that the precise nature of students' knowledge about their cognitive and metacognitive skills during their everyday engagement with typical class lessons is not well documented (Cook-Sather, 2002). Karmiloff-Smith (1992) argued that for optimal use of knowledge, the knowledge must at some point be made explicit and able to be discussed, used and refined.…”

Section: Study 1: a Survey In Three Secondary Schools In 2007mentioning

confidence: 99%

Scaffolding cognitive and metacognitive strategy instruction in regular class lessons

2011

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The quality of teachers' knowledge about how people learn influences students' learning outcomes. Similarly, the quality of students' knowledge about how they learn influences their engagement in self-regulated learning and consequently, their learning achievement. There is a gap between research findings that support these two premises and teaching-learning practices in classrooms. In this paper we describe attempts to reduce this gap. In Study 1 we surveyed early adolescent students' cognitive and metacognitive strategy use and demonstrated that students' cognitive and metacognitive strategy knowledge has substantial room for improvement. In Studies 2 and 3 we collaborated with teachers to embed explicit cognitive and metacognitive strategy instruction, using learning protocols, into regular class lessons.Studies 2 and 3 showed that the learning protocols slipped readily into teachers' typical lesson designs, scaffolded teachers' delivery of strategy instruction, and scaffolded some students' acquisition of strategy knowledge, although progress was sometimes slow. Recommendations are presented for supporting teachers and students to engage with cognitive and metacognitive strategy instruction.Keywords: theory-practice gap; teacher knowledge; cognitive strategies; metacognitive strategies; learning protocols Archived at Flinders University: dspace.flinders.edu.au Scaffolding cognitive and metacognitive strategy instruction in regular class lessonsIt is clear from research evidence that the quality of teachers' knowledge/beliefs, intentions, and plans with respect to how people learn influences teachers' teaching actions (Kerr, 1981; Lawson, Askell-Williams, & Murray-Harvey, 2009), and that those teaching actions directly influence students' learning outcomes (Bereiter & Scardamalia, 1989;Hattie, 2009;OECD, 2005;Rowe, 2002). Furthermore, the quality of students' knowledge about how they learn influences their engagement with learning, and consequently, their learning achievements (Bandura, 2001;Schraw, 1998;Schraw & Dennison, 1994;Schunk & Zimmerman, 1989;Weinstein & Mayer, 1986). However, as Hattie (2009 p. 3) asked, "Why does [this] bounty of research have so little impact?" We see that this lack of impact is associated with a gap between research findings and their use to inform teaching and learning practices (Bransford, Brown, & Cocking, 2000;Hattie, 2009). In this paper we report three studies that attempt to reduce this theory-practice gap, and show that research findings about strategies for good quality teaching and learning can have an impact on classroom practices. Teachers' knowledge about how people learnTeachers exert a direct impact upon student learning. Rowe (2002) and the OECD (2005) have reported that students of the most effective teachers have learning gains four times greater than students of the least effective teachers, that these effects accumulate over time, and that the single most important school-based variable of influence for student performance is teacher quality.The kno...

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Section: Study 1: a Survey In Three Secondary Schools In 2007mentioning

confidence: 99%

Scaffolding cognitive and metacognitive strategy instruction in regular class lessons

2011

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“…Co-designers' expectations were raised in the design meeting and this may have directed their attention to cues of successful implementation (i.e., selective attention, Olson et al 1996). Second, increases in sense of control (Seifert and O'Keefe 2001), sense of agency, belonging, and competencies (Mitra 2004), as well as a better understanding of the teacher's work and perspective (Cook-Sather 2002) can lead to increased engagement and a smaller distance to the teacher's view on instruction. Third, interpersonal and affective aspects are very important when students evaluate their teacher or the course created by their teacher (Johannessen et al 2002).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction

2010

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Students' perceptions of instruction are important because they direct the learning of students. The fact that teachers have only limited knowledge of these perceptions is likely to threaten the effectiveness of learning, because congruence between interpretations of an instructional intervention is necessary for its optimal use. This study examines participatory design as a strategy for taking student perceptions into account in instructional re/design. Participatory design meetings of groups of teachers and seven co-designing students in a secondary education setting identified changes to improve the regular education process. The results on changes in student perceptions, perceived-desired discrepancy, and teacher-student disagreement showed some improvement for the co-designers but, unexpectedly, limited or even negative effects for the non-co-designing students. Possible causes are discussed. Participatory design seems to have potential for improving education, but further research is needed.Keywords Instructional design Á Participatory design Á Student perspectives How students perceive instruction determines the nature and quality of their learning processes. Instruction does not influence learning directly, but students' perceptions of instruction influence learning and study behavior and eventually learning outcomes (Doyle 1977;Elen and Lowyck 1999;Entwistle and Tait 1990). Additionally, students tend to stick on learning preferences and habits and only use those elements of instruction that are

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“…Esta postura é irónica (e errónea), se atendermos ao facto de que, se os discentes estivessem motivados para a aprendizagem e se sentissem ouvidos, comprometer-se-iam muito mais no processo de ensino/aprendizagem. Aliás, estudos desenvolvidos por vários investigadores (Cook-Sather, 2002;Mitra, 2004;Mclntyre, Pedder & Rudduck, 2005;Flechter, 2005;Rudduck & Mclntyre, 2007) provam isso mesmo, demonstrando que a consulta aos alunos transforma a sala de aula num espaço onde o ensino e a aprendizagem se tornam mais agradáveis e efectivos, constituindo uma tarefa em que professores e alunos colaboram mutuamente (Day, 2001).…”

Section: Breve Sinopse Da Voz Dos Alunosunclassified

Experiências escolares de alunos do ensino secundário: resultados de um estudo em curso

Teixeira

Flores

2010

Educ. Soc.

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RESUMO:Neste artigo apresentamos dados de uma investigação mais vasta que pretende compreender as experiências e os percursos de alunos do ensino secundário. Os dados foram recolhidos a partir de testemunhos escritos e entrevistas numa escola secundária urbana no norte de Portugal. Neste artigo, apresentamos dois temas: visão da escola e episódios marcantes ao longo do percurso escolar. Os dados sugerem que a maioria dos alunos vê a escola como um local de descoberta e crescimento (intelectual e pessoal), como um agente de socialização e como uma "rampa de lançamento" para o futuro. A influência determinante de outros significativos nas escolhas dos cursos, os factores associados a pressões externas e a saídas profissionais, as experiências negativas e positivas (sobretudo associadas aos professores que tiveram), a mudança de nível de escolaridade e de escola, e consequente necessidade de (re)adaptação a outros contextos, são exemplos de situações marcantes para os participantes neste estudo.Palavras-chave: Voz dos alunos. Escola. Ensino secundário. Professores. Currículo. SCHOOLING EXPERIENCES OF SECONDARY SCHOOL STUDENTS: FINDINGS FROM ONGOING RESEARCHABSTRACT: This paper draws upon data extracted from ongoing research on the experiences of secondary school students. Data were collected through written accounts and interviews in an urban * Doutoranda em Educação na Universidade do Minho (Braga, Portugal) e professora do ensino secundário.

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Authorizing Students’ Perspectives: Toward Trust, Dialogue, and Change in Education

Cited by 644 publications

References 40 publications

Scaffolding cognitive and metacognitive strategy instruction in regular class lessons

Scaffolding cognitive and metacognitive strategy instruction in regular class lessons

Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction

Experiências escolares de alunos do ensino secundário: resultados de um estudo em curso

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