Researching Student Experiences in Elementary and Secondary School: An Evolving Field of Study

Thiessen, Dennis

doi:10.1007/1-4020-3367-2_1

Cited by 29 publications

(24 citation statements)

References 127 publications

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“…In turning to children's perspectives on testing, we situate this study in the work of other researchers who argue for the importance of student perspectives in informing research that intends to intervene in policy and practice (e.g., Cook-Sather, 2002Jones & Yonezawa, 2002;Kirshner & Pozzoboni, 2010;Marquez-Zenkov, 2007;Mitra, 2003Mitra, , 2006Rubin & Silva, 2003;Rudduck, Chaplain, & Wallace, 1996;Thiessen, 2007;Thiessen & Cook-Sather, 2007). As Thiessen (2007) writes, attention to student perspectives as a crucial lens through which to understand and improve education is grounded in the conviction "that what matters in schools is centred on students, their daily actions and interactions, and how they make sense of their lives" (p. 6). Rudduck et al (1996) argue that young people are not only a crucial source of information on effective practices in schools, but respond constructively and analytically when adults seek their perspectives.…”

Section: Attention To Student Perspectivesmentioning

confidence: 99%

“I Like to Read, but I Know I’m Not Good at It”: Children’s Perspectives on High‐Stakes Testing in a High‐Poverty School

Dutro

Selland

2012

Curriculum Inquiry

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A significant body of research articulates concerns about the current emphasis on high‐stakes testing as the primary lever of education reform in the United States. However, relatively little research has focused on how children make sense of the assessment policies in which they are centrally located. In this article, we share analyses of interview data from 33 third graders in an urban elementary school collected as part of a larger qualitative study of children's experiences in literacy in high‐poverty classroom. Our analysis of assessment‐focused interviews focused on two research questions related to children's perspectives on high‐stakes testing: What patterns arise in children's talk about high‐stakes testing? What does children's talk about high‐stakes testing reveal about their perceptions of the role of testing in their school experiences and how they are positioned within the system of accountability they encounter in school? Drawing on tools associated with inductive approaches to learning from qualitative data as well as critical discourse analysis, we discuss three issues that arose in children's responses: language related to the adults invested in their achievement; their sense of the stakes involved in testing; and links between their feelings about test taking, perceptions of scores, and assumptions of competence. We argue that children's perspectives on their experiences with high‐stakes testing provide crucial insights into how children construct relationships to schooling, relationships that have consequences for their continued engagement in school.

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Section: Attention To Student Perspectivesmentioning

confidence: 99%

“I Like to Read, but I Know I’m Not Good at It”: Children’s Perspectives on High‐Stakes Testing in a High‐Poverty School

Dutro

Selland

2012

Curriculum Inquiry

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“…Our initial review established that there is not yet a substantial body of research where students are engaged as co-researchers or researchers (Fielding, 2004b, p. 202) of their WIL experience. In summary, educational research is often conducted on, not with, students (Cook-Sather, 2007;Fine, Torre, Burns, & Payne, 2007;Thiessen, 2007). Our focus consequently changed to synthesising research that incorporates the student voice with students as data source or active respondents (Fielding, 2004b, p. 201).…”

mentioning

confidence: 99%

Student Voice in Work Integrated Learning Scholarship: A Review of Teacher Education and Geographical Sciences

Thomson

Silva

Draper

et al. 2017

T&LI

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Work integrated learning is an umbrella term that refers to the opportunities provided to university students to integrate knowledge of theory and practice as part of their degree program. As the role of students in higher education is evolving, we sought to develop our understanding of the role of students in the work integrated learning (WIL) space through exploring current literature on student voice. In this paper, we consider what has been reported about WIL in relation to student voice, how it has been represented, and how this has influenced practice. We undertook a systematic literature review for two different disciplines, one which represented an example of a professionally accredited undergraduate degree program (teacher education), and the other an example of a program with no professional accreditation (geographical sciences). The teacher education literature demonstrated more clearly the use of student voice to inform WIL within curriculum design. However, the geographical sciences literature did include examples of student voice being incorporated within the design of collaborative community-based forms of WIL. A role for students as researchers, who lead research and initiate curriculum change into WIL, was noticeably absent in both disciplinary sets of literature. The lack of evidence of the inclusion of students in the design, conduct, and analysis of WIL provides an invitation for SoTL scholars to redefine the role of students in this space.

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“…Embracing such a radical collegiality "requires major shifts … in ways of thinking and feeling about the issues of knowledge, language, power, and self" (Oldfather, 1995, p. 87). In the emerging field of student voice, those major shifts have taken numerous forms, as explicated in several typologies that scholars have developed in an effort to differentiate the various practices that identify as student voice work (for thorough discussions of the typologies, see Fielding, 2001aFielding, and 2001bFielding, , 2004bHart, 1997;Holdsworth, 2000;Lee & Zimmerman, 2001;Lodge, 2005;Mitra, 2007;Thiessen, 2007Thiessen, , 1997; Thomson & Holdsworth, 2003). Although these typologies focus primarily on work done at the K-12 level, they illuminate the various ways that students in any context might be positioned and what they can do from those positions.…”

Section: Consulting Students Versus Students As Consultantsmentioning

confidence: 99%

From traditional accountability to shared responsibility: the benefits and challenges of student consultants gathering midcourse feedback in college classrooms

Cook-Sather

2009

Assessment & Evaluation in Higher Education

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Researching Student Experiences in Elementary and Secondary School: An Evolving Field of Study

Cited by 29 publications

References 127 publications

“I Like to Read, but I Know I’m Not Good at It”: Children’s Perspectives on High‐Stakes Testing in a High‐Poverty School

“I Like to Read, but I Know I’m Not Good at It”: Children’s Perspectives on High‐Stakes Testing in a High‐Poverty School

Student Voice in Work Integrated Learning Scholarship: A Review of Teacher Education and Geographical Sciences

From traditional accountability to shared responsibility: the benefits and challenges of student consultants gathering midcourse feedback in college classrooms

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