From data source to co-researchers? Tracing the shift from ‘student voice’ to student–teacher partnerships in<i>Educational Action Research</i>

Groundwater‐Smith, Susan; Mockler, Nicole

doi:10.1080/09650792.2015.1053507

Cited by 73 publications

(16 citation statements)

References 41 publications

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“…Incorporating the voice of students in their own education is crucial, as Susan Groundwater-Smith and Nicole Mockler have advocated and researched for a number of years (Groundwater-Smith and Mockler 2016;Mockler and Groundwater-Smith 2015). In the field of environmental education, David Orr (1994) made the relevant point two decades ago that environmental crises reveal the problems of conventional education, problems centred on producing compliant students who can be effective operators in the global market economy premised on growth.…”

Section: Part 3: Activism and Educationmentioning

confidence: 99%

Feeling for the Anthropocene: Placestories of living justice

Renshaw

2021

Aust. Educ. Res.

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In this written version of the 2019 Radford Lecture, I address the challenges of teaching and learning about ourselves and others-human and more-than-human others-at this moment of global precarity. In Part 1, I analyse emotions in the Anthropocene through the lens of carnivalesque placestories. I conclude that we need to shift to a relational ontology and aesthetic sensibility based on kinship with the more-than-human. Part 2 explores pedagogies of love and enchantment and presents specific cases suggesting that children can shift to a relational ontology and aesthetic sensibility based on kinship. Part 3 takes up the troubles inherent in our current education system related to quiet citizenship. It asks how teachers might engage with students as activists on issues that matter to them in these precarious times.

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Section: Part 3: Activism and Educationmentioning

confidence: 99%

Feeling for the Anthropocene: Placestories of living justice

Renshaw

2021

Aust. Educ. Res.

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“…Since the inception of the United Nations Convention on the Rights of the Child (UN, 1989) learner engagement has been particularly promoted through a range of practices that focus upon gathering and utilizing student feedback in order to enhance participation in educational structures and processes (e.g. Adderley et al, 2015;Burton, Smith & Woods, 2010;DCSF, 2010;DfE, 2014b;Groundwater-Smith & Mockler, 2016;Harding & Atkinson, 2009;HM Government, 2002;White & Rae, 2016). Extending beyond this more recently, innovative practices have also been developed which give students a more authentically collaborative role to engender dialogue between students and teachers, and co-creation of educational processes (e.g.…”

Section: Learner Engagement and Motivationmentioning

confidence: 99%

What does research tell high school teachers about student motivation for test performance?

Flitcroft

Woods

2018

Pastoral Care in Education

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Motivation' is a significant concept for teachers and students during programmes of learning which lead explicitly to high stakes assessments and examinations. This systematic literature review surveys current research evidence to find out how secondary school teachers use motivational strategies specifically in respect of student academic assessment and performance.Six research studies were identified describing the behaviours secondary school teachers engaged in to improve student performance in assessment. Taken together, the studies presented show the importance of teacher behaviours to students' academic performance, with both positive and negative impacts. The review highlights a need for further research on teacher knowledge of the effects of teacher behaviour upon the motivation of students. The review recommends collaboration between teachers and students specific to the context of learning programmes that lead to high-stakes assessments, in order to provide a locally sensitive knowledge base for teachers' practice.

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“…To foreground this discussion, it is important to understand that the HPC framework, the subject of this paper, is not simply a set of instructional strategies. It is a conceptual framework (Miles & Huberman, 1994) that emerged from research (Author, 2013) on exemplary teachers' knowledge of technology integration in the classrooms of Australian school students aged 6 to 16 years (Belbase, 2016;Groundwater-Smith & Mockler, 2016;Reynolds, 2015). Teachers in the original study conceptualised their knowledge of digital technology integration based on theory, creativity, public learning, (Author, 2013(Author, , 2015a(Author, , 2015b.…”

Section: Introductionmentioning

confidence: 99%

High Possibility Classrooms as a pedagogical framework for technology integration in classrooms: an inquiry in two Australian secondary schools

Hunter

2017

Technology, Pedagogy and Education

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From data source to co-researchers? Tracing the shift from ‘student voice’ to student–teacher partnerships inEducational Action Research

Cited by 73 publications

References 41 publications

Feeling for the Anthropocene: Placestories of living justice

Feeling for the Anthropocene: Placestories of living justice

What does research tell high school teachers about student motivation for test performance?

High Possibility Classrooms as a pedagogical framework for technology integration in classrooms: an inquiry in two Australian secondary schools

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