‘During the break we have fun’: a study concerning pupils’ experience of school

Alerby, Eva

doi:10.1080/0013188032000086091

Cited by 45 publications

(38 citation statements)

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“…Moreover, this study indicates that pupils' perceptions of arbitrary rules, unfair rules and rule applications, rule-and teacher inconsistencies, and bad or poor rule explanations from teachers, appear to lead to criticism and negative attitudes from pupils (a trust-reducing effect), as seen in other studies (e.g., Alerby, 2003;Devine, 2002;Elliott, Witt, Galvin, & Moe, 1986;Lewis & Lovegrove, 1987;Scarlett, 1988;Tattum, 1982;Thomson & Holland, 2002;Williams, 1993). For example, according to a study by Williams (1993), students consider some of their teachers to be insincere and inconsistent, because they do not follow the rules and standards themselves.…”

Section: Discussionmentioning

confidence: 55%

Children's experiences of democracy, participation, and trust in school

Thornberg

Elvstrand

2012

International Journal of Educational Research

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The aim of this paper is to investigate children's views and experiences of democracy and pupil participation in relation to everyday school life, and to let their voices be heard on these issues. The data for this paper was derived from two ethnographic research projects conducted in three elementary schools in Sweden. In the classes investigated at two of the three schools, the adults are those who make decisions about school and classroom rules. Pupils are seldom given any opportunity to create, modify or repeal formal rules through open negotiations. In contrast, at the third school, children's influence and their ability to have a say are an important explicit goal for the teachers. Nevertheless, as well as in the two other schools, even in this school with the declared goal of working with democracy in this way, we found obstacles and limitations that counteracted school democracy: (a) discontinuity, (b) the long-term interaction pattern of teacher power and pupil subordination in the school organisation, which in turned encouraged and educated compliance with authority rather than deliberative democratic participation, (c) naive trust in teachers, (d) the school process of suppressing children's voices, and (e) unfair inconsistencies constructed by teachers .

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Section: Discussionmentioning

confidence: 55%

Children's experiences of democracy, participation, and trust in school

Thornberg

Elvstrand

2012

International Journal of Educational Research

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“…In a study to understand the student's experience of school, Alerby (2003) found that students identify relationships with teachers as being among the most important parts of their school experience (p.21). The teacher who has a positive relationship with the students on not only an academic level but also a personal level is a motivating teacher Dö rnyei (2001, p.36).…”

Section: Impact Of Dynamic Assessmentmentioning

confidence: 99%

“…(p. 2) Unlike the traditional assessment from which the only feedback students receive is a piece of blank score report, dynamic assessment approach explores behind the scores which demonstrate the present performance and adds information about the potential performance of students. Through the DA sessions, the students have learned to face their own problems in study, and they have also learned how to cope with problems.…”

Section: Journal Of Language Teaching and Researchmentioning

confidence: 99%

The Effect of Dynamic Assessment on the Listening Skills of Lower-intermediate EFL Learners in Chinese Technical College: A Pilot Study

Pei-hui

2015

JLTR

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Abstract-The dynamic assessment, based on Vygotsky's sociocultural theory and the concept of zone of proximal development, has been considered capable of unifying assessment and instruction in the development of the assessee. This study aims to explore whether dynamic assessment can promote the integration of listening comprehension assessment and instruction while at the same time enhance students' study in listening. Five second-year English majors from a technical college in an underdeveloped area of a coastal province in China took part in the study. The assessment adopted the cake format in which participants were firstly played a length of audio material and asked to answer comprehension questions and verbalize their comprehending process. The researcher then intervened to mediate the task. Afterwards the participants were played the audio material again and asked to retell. This process continued until the listener gained sufficient understanding of the audio material. An analysis of the data from the researcher's notes, students' notes, students' verbal reports and reflective reports revealed that dynamic assessment can provide both the researcher and the participants a better understanding of the problems in listening. The data also indicated that the researcher's intervention and mediation geared at participants' problems helped construct the mediated learning experience for the participants. The conclusion is that dynamic assessment can realize the integration of listening comprehension assessment and instruction, and promote the development of students' listening study at both macro-and micro-levels.

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“…Elliott and others, 1986;Killen, 1990;Lewis, 2006;Scarlett, 1988;Taylor, 1996;Thornberg, 2006;Weston and Turiel, 1980). In a study by Alerby (2003), schoolchildren reported negative opinions such as there is too much strictness and too many rules, even if some of them stressed the importance of certain rules. Other studies show that pupils judge their teachers in terms of worthiness or honesty and are critical of disrespectful and unfair treatment (Devine, 2002;Tattum, 1982;Thomson & Holland, 2002), public reprimands (Turco and Elliott, 1986), abuse of teacher power and injustice in the application of rules, e.g.…”

Section: Introductionmentioning

confidence: 99%

‘It's Not Fair!’—Voicing Pupils’ Criticisms of School Rules

Thornberg

2008

Children & Society

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Socialisation theories have traditionally focused on how children are socialised in a rather unidirectional manner, according to a transmission model. However, more recent research and theories show that children are not just passive recipients, but active agents in their socialisation process. At the same time, children are subordinated to adult control. In school, they are regimented and involuntarily subjected to mass routines, discipline and control. The aim of this study was to explore and give a voice to pupils’ critical thinking about school rules and their teachers’ behaviour in relation to these rules. Ethnographic fieldwork and group interviews with students were conducted in two Swedish primary schools. The findings show that pupils criticise some school rules, distrust teachers’ explanations of particular school rules, perceive some school rules and teachers’ interventions as unfair and inconsistent, perceive no power over the construction of school rules, and express false acceptance and hidden criticism. The findings are discussed in terms of hidden curriculum, power, mentality resistance, democracy, participation and democratic citizenship education.

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‘During the break we have fun’: a study concerning pupils’ experience of school

Cited by 45 publications

References 0 publications

Children's experiences of democracy, participation, and trust in school

Children's experiences of democracy, participation, and trust in school

The Effect of Dynamic Assessment on the Listening Skills of Lower-intermediate EFL Learners in Chinese Technical College: A Pilot Study

‘It's Not Fair!’—Voicing Pupils’ Criticisms of School Rules

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