Educators’ perspectives on supporting student agency

Moses, Lindsey; Rylak, Danielle; Reader, Tanya; Hertz, Christine; Ogden, Meridith

doi:10.1080/00405841.2019.1705106

Cited by 19 publications

(9 citation statements)

References 20 publications

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“…Educators at all levels of education need to take steps toward supporting student agency. To promote the educators' efforts, Moses et al [4] called for connecting theory and practice and suggested increasing the research and practitionerfocused work about how teachers could support student agency. They emphasize that student agency "is a practiceembedded construct that shapes the daily work of educators" by involving them in reflecting the ways to create agentic spaces for students and making pedagogical decisions based on that reflection [4].…”

Section: Discussionmentioning

confidence: 99%

“…To promote the educators' efforts, Moses et al [4] called for connecting theory and practice and suggested increasing the research and practitionerfocused work about how teachers could support student agency. They emphasize that student agency "is a practiceembedded construct that shapes the daily work of educators" by involving them in reflecting the ways to create agentic spaces for students and making pedagogical decisions based on that reflection [4]. We see that this kind of teacher reflecting, pedagogical planning, and sharing of experiences of the agency-supporting practices among the colleagues could be facilitated using research-based tools and explainable SAA.…”

Section: Discussionmentioning

confidence: 99%

“…Student agency equips students to manage such situations. It refers to students' holistic judgement of how they can affect and direct their learning in instructive settings, work effectively, and utilize the assets that are accessible in the learning environment [3], [4]. The importance of agency in education has been emphasized by policy-making informers, especially by the Organisation for Economic Co-operation and Development [5].…”

Section: Introductionmentioning

confidence: 99%

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Explainable Student Agency Analytics

Saarela¹,

Heilala²,

Jääskelä³

et al. 2021

IEEE Access

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Several studies have shown that complex nonlinear learning analytics (LA) techniques outperform the traditional ones. However, the actual integration of these techniques in automatic LA systems remains rare because they are generally presumed to be opaque. At the same time, the current reviews on LA in higher education point out that LA should be more grounded to the learning science with actual linkage to teachers and pedagogical planning. In this study, we aim to address these two challenges. First, we discuss different techniques that open up the decision-making process of complex techniques and how they can be integrated in LA tools. More precisely, we present various global and local explainable techniques with an example of an automatic LA process that provides information about different resources that can support student agency in higher education institutes. Second, we exemplify these techniques and the LA process through recently collected student agency data in four courses of the same content taught by four different teachers. Altogether, we demonstrate how this process-which we call explainable student agency analytics-can contribute to teachers' pedagogical planning through the LA cycle.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Explainable Student Agency Analytics

Saarela¹,

Heilala²,

Jääskelä³

et al. 2021

IEEE Access

View full text Add to dashboard Cite

show abstract

“…Student agency, linked to self-regulated learning, is where students become leaders of their learning processes by developing the skills needed to plan, oversee, and assess their knowledge (Moses, Rylak, Reader, Hertz, & Ogden, 2020). Additionally, Moses et al (2020) argue that student agency often documents the structures and contexts supporting student development. Consequently, Moses et al (2020) define student agency as a student's ability to act in ways that exhibit their own choices in their learning.…”

Section: Student Agencymentioning

confidence: 99%

“…Additionally, Moses et al (2020) argue that student agency often documents the structures and contexts supporting student development. Consequently, Moses et al (2020) define student agency as a student's ability to act in ways that exhibit their own choices in their learning. Student agency also involves the conscious use of a student's beliefs to self-regulate and reflect on their ability to control and take ownership of their education.…”

Section: Student Agencymentioning

confidence: 99%

Carnival Classrooms: Sites of Resistance in Secondary Composition Classrooms

2021

JHETP

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Teachers interested in educational justice seek to create schools as sites of equitable instruction and student development. However, educators must frame lesson content using marginalized student experiences and cultural traditions to counter the dominant hegemony using a critical pedagogical lens to transform critical thinking and engage students to inform and create solutions to public issues. The purpose of this study is to examine the efficacy of using a carnival pedagogy to engage high school students and to strengthen their social-emotional development through mentoring, dialogic or structured conversation, and storytelling to lead them to complete high school. The proposal for this study is currently under revision to clarify the methodology utilized.

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Culturally Responsive Personalized Learning: Recommendations for a Working Definition and Framework

Ober,

Lehman,

Gooch

et al. 2023

ETS Research Report Series

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Culturally responsive personalized learning (CRPL) emphasizes the importance of aligning personalized learning approaches with previous research on culturally responsive practices to consider social, cultural, and linguistic contexts for learning. In the present discussion, we briefly summarize two bodies of literature considered in defining and developing a framework for CRPL: technology‐enabled personalized learning and culturally relevant, responsive, and sustaining pedagogy. We then provide a definition and framework consisting of six key principles of CRPL, along with a brief discussion of theories and empirical evidence to support these principles. These six principles include agency, dynamic adaptation, connection to lived experiences, consideration of social movements, opportunities for collaboration, and shared power. These principles fall into three domains: fostering flexible student‐centered learning experiences, leveraging relevant content and practices, and supporting meaningful interactions within a community. Finally, we conclude with some implications of this framework for researchers, policymakers, and practitioners working to ensure that all students receive high‐quality learning opportunities that are both personalized and culturally responsive.

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Educators’ perspectives on supporting student agency

Cited by 19 publications

References 20 publications

Explainable Student Agency Analytics

Explainable Student Agency Analytics

Carnival Classrooms: Sites of Resistance in Secondary Composition Classrooms

Culturally Responsive Personalized Learning: Recommendations for a Working Definition and Framework

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