Increasing Student Voice in High School Reform

Mitra, Dana L.; Gross, Steven J.

doi:10.1177/1741143209334577

Cited by 144 publications

(114 citation statements)

References 31 publications

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“…Issues of power are, therefore, important in this regard (Caden, : Mitra, ). While reflecting on this, it is important to point out the benefits of student voice and how studies have proved to result in increased participation of children along with curriculum and assessment improvements (Mitra and Gross, ). Practitioners may be more likely to adopt these child centred practices when they are aware of such positive results.…”

Section: The Voice Of the Child In Educationmentioning

confidence: 99%

Affective issues impacting children with dyslexia in a special school in Ireland

Brien

2019

Research in Spec Educ Needs

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In this paper, the views of young children towards school in Ireland are presented. The six children at the centre of the study each had a diagnosis of dyslexia and attended a reading school. The project aimed to build on previous research pertaining to the experiences of children with dyslexia in special settings. As the topic of student voice has become central in educational discourse, it was considered important to investigate children's views. The objective was to share these views with practitioners and researchers as a means of improving practice. Focus groups were conducted on two occasions to elicit the expert views of the participants and the data were interpreted using Braun and Clarke's Model of analysis (2006). The key findings pointed to increased confidence, self-esteem and self-efficacy in the special setting. The importance of relationships and the physical environment which impacted the students were also highlighted. The topic of bullying in the context of mainstream schools was also raised by the children. The study signifies the importance of listening to children's views on topics which affect them and raises the issue of whether children should be included more fully in educational matters, both in policy-making and in practice.

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Section: The Voice Of the Child In Educationmentioning

confidence: 99%

Affective issues impacting children with dyslexia in a special school in Ireland

Brien

2019

Research in Spec Educ Needs

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“…Recent research in two neighbouring countries, Malawi (Kamwendo 2010) and Uganda (Jones 2011) shows that insights gained from ethnographic studies on female students can unfold the construction of gender and gendered experiences in education and thereby contribute to achievement of equity targets. Previous research further suggests that student voice is essential for the assessment of educational opportunities and critical aspects when aiming for meaningful educational change (Yonezawa, Jones and Joselowsky, 2009;Mitra and Gross, 2009;Warrington and Kiragu, 2012). Inspired by the evident potential of student voice work (McLeod, 2011), and student engagement for prevention of dropout (Yonezawa, 2009), this paper focuses on the female students' views on secondary education.…”

Section: Introductionmentioning

confidence: 99%

The significance of student voice: female students’ interpretations of failure in Tanzanian secondary education

Posti-Ahokas

Lehtomäki

2014

Gender and Education

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“…Studies also highlight how ignoring pupils' voices can lead to a number of negative effects, such as feelings of alienation, anonymity, powerlessness and disengagement (Halx 2014;Quaglia and Corso 2014). Such effects can have profound influences on individuals and society, as disengaged pupils are more likely to have lower self-esteem, find it harder to learn and may drop out of school (Mitra and Gross 2009).…”

Section: Student Voicea Theoretical Starting Pointmentioning

confidence: 99%

“…The lowest level, level one, describes pupils as data-sources; for example, using results and exams as a basis for analysis, or using pupil self-assessments in surveys aimed at measuring the level of bullying and harassment in schools (Fielding 2001). The second level describes how pupils' opinions can be heard in different ways (Mitra and Gross 2009). However, this level still does not include pupils as active participants in gender equality and diversity work.…”

Section: Student Voicea Theoretical Starting Pointmentioning

confidence: 99%

The silent voices: Pupil participation for gender equality and diversity

Keisu

Ahlström

2020

Educational Research

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Background: The international body of research on student voice concludes that active pupil participation has multiple positive effects on the work environment and learning for pupils. In a large study on gender equality and diversity work in Swedish schools, it became evident that pupils wanted to be active participants. However, pupils considered that their wishes were, to a large extent, ignored. Therefore, it is important to try to understand this further by investigating pupils' perceptions of their experiences. Purpose: The purpose of the study was to explore how discourses of participation and power are practised, not practised, and materialised, by focusing in-depth on pupils' representations of gender equality and diversity work within a small sample of Swedish schools. Methodology: The study is based on data from 10 focus group interviews with 43 pupils from 4 different schools, 2 compulsory schools (pupil ages 6-15) and 2 upper secondary schools (pupil ages 16-18), in Sweden. The thematic analysis utilised a gender perspective anchored in a critical policy analysis approach. Analysis and Findings: The analysis of focus group data identified three pupil representations of gender equality and diversity work: a onetime occurrence, longing for participation and the (un)fair teacher. These representations were derived from and intertwined with discourses on pupil participation and power. Three sub-discourses were found within the discourse on participation and power: normative barriers to participation, structural barriers to participation and openings in the barriers to participation. The first two subdiscourses support the maintenance of unequal power relations between adults and pupils, while the third challenges these power relations. Conclusions: Our study suggests that no substantial levels of participation or power among the pupils were represented at the schools. Instead, the analysis visualises pupils as expressing powerlessness and disengagement. However, the discourse Openings in the barriers to participation, together with pupils' democratic abilities, has the potential to enable change and the development of pupil participation in schools.

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Increasing Student Voice in High School Reform

Cited by 144 publications

References 31 publications

Affective issues impacting children with dyslexia in a special school in Ireland

Affective issues impacting children with dyslexia in a special school in Ireland

The significance of student voice: female students’ interpretations of failure in Tanzanian secondary education

The silent voices: Pupil participation for gender equality and diversity

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