Student Voice and Critical Reflection

Kroeger, Steve; Burton, Cathy; Comarata, Andrea; Combs, Cari; Hamm, Christine; Hopkins, Randy; Kouche, Beth

doi:10.1177/004005990403600307

Cited by 38 publications

(13 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Students with EBD placed a greater emphasis on affective teacher behaviours that promoted personal relationships with their teachers and included listening, patience, and understanding. These findings are consistent with findings in other studies involving students with EBD (Cefai & Cooper, 2010;Daniels et al, 2003;Kroeger et al, 2004;Lowenthall, 2001;McIntyre & Battle, 1998;Wise, 2000;Dods, 2013). While both groups of students agreed on the basic foundations of relationships, it was evident that gifted students and students with EBD had their own unique set of needs and required a unique set of teacher behaviours in order to develop positive relationships with their teachers.…”

Section: Students With Ebdsupporting

confidence: 92%

Establishing Positive Relationships with Secondary Gifted Students and Students with Emotional/Behavioural Disorders: Giving These Diverse Learners What They Need

Capern

Hammond

2014

AJTE

View full text Add to dashboard Cite

Section: Students With Ebdsupporting

confidence: 92%

Establishing Positive Relationships with Secondary Gifted Students and Students with Emotional/Behavioural Disorders: Giving These Diverse Learners What They Need

Capern

Hammond

2014

AJTE

View full text Add to dashboard Cite

“…Student voice is a lens through which researchers have been able to view the effectiveness of reforms (Fielding, 2001;Kruse, 2000), the reasons for disengagement from school culture and apathy toward academic achievement (Daniels & Arapostathis, 2005;Kroeger et al, 2004), and youth development (Mitra, 2004). The difficulties lie in (a) proclaiming that the captured voices are representative and generalizable to the overall population of adolescents, (b) the deletion of the key components of transcripts by researchers due to bias, (c) the exclusion of the experiences of those who do not or will not speak, and (d) the reinforcement of current power dynamics between teachers and students (Cook-Sather, 2006;Fielding, 2004).…”

Section: Student Voice and Sdtmentioning

confidence: 99%

“…Adolescents crave the constructs of autonomy, competence, and relatedness. Youth in several studies reported that when teachers create learning environments that support autonomy and competence (Kroeger et al, 2004;Mitra, 2004) or relatedness (Daniels, 2011;Daniels & Arapostathis, 2005;Kroeger et al, 2004), they feel more motivated to complete work and tasks that they would not otherwise be intrinsically motivated to complete.…”

Section: Student Voice and Sdtmentioning

confidence: 99%

Examining Montessori Middle School through a Self-Determination Theory Lens: A Mixed Methods Study of the Lived Experiences of Adolescents

Johnston

2016

JoMR

View full text Add to dashboard Cite

Abstract. This study examined the influence of enrollment in a Montessori adolescent program on the development of self-determination. The study focused on seventh-grade students. Student feelings of self-determination were recorded through three cycles of interviews throughout the year to capture the change, if any, in feelings of self-determination. Bounded by selfdetermination and student-voice theory, this research was designed to give voice to students, add to the discourse on middle-school reform, and provide the perspective of the student.Based on the analysis of narratives, the major themes indicated the feelings of autonomy, competence, and relatedness that were most prevalent. The study suggests ways in which Montessori adolescent programs support students and in which other middle-level schools can support students. Literature ReviewThe design of the Montessori adolescent program was based on the notes and transcripts from a lecture series in which Maria Montessori coined the term erdkinder-child of the land. She used the term to describe the child in the third plane of development defined as ages 12 to 18. She also used erdkinder to refer to the adolescent learning environment (Montessori, 1967). She believed that the upheaval of this stage was a special time during which the spiritual embryo of the child could awaken. The adolescent program was a place to nurture older children's intellectual, psychological, and emotional development, where children could be liberated through education within a community of caring adults and peers (Montessori, 1967). Choice, working toward mastery, and building community-all hallmarks of Montessori philosophy and methodology-are the foundation upon which autonomy, competence, and relatedness are developed.Autonomy, competence, and relatedness are the three constructs of self-determination theory (SDT), a subtheory of human motivation developed in 1985 by Deci and Ryan. This work defined selfdetermination as the feeling of control over one's destiny. International studies showed that when the needs to develop autonomy, competence, and relatedness were supported, individuals felt in control of their destiny, motivating them to achieve their goals.Supports for these needs are embedded in the adolescent program as described by Montessori (Montessori, 1964(Montessori, , 1972b(Montessori, , 1973. The present study sought to capture the experiences of seventh-grade

show abstract

“…Participants choose several photographs each that best convey their ideas, and for those images they write a brief narrative or even just a caption. Often, the final step involves sharing their images and narratives with policymakers or community members, in order to initiate dialogues that may bring about social change regarding the issue being addressed (see Carleson et al 2006;Kroeger et al 2004;Riley and Manias 2004;Stevens 2006;Walter Goodhart et al 2006;Wang et al 2004Wang et al , 2007.…”

Section: Connecting 'In the Moment' Through Photographymentioning

confidence: 99%

A Meaningful Method: Research with Adolescent Girls Who Use Crystal Methamphetamine

Newbury¹,

Hoskins

2008

Child Youth Care Forum

View full text Add to dashboard Cite

Embarking on a study in which we hope to gain a contextualized understanding of the experiences of adolescent girls who use crystal methamphetamines, it is crucial for us to select a research methodology congruent with our aims. In the current article, we share the theoretical basis and decision making process that has lead us to a multi-modal method integrating images along with dialogue in the interviews. We provide a rationale for our belief that the knowledge and meanings that emerge throughout this process are co-constructed by researchers and participants together. We believe it is helpful for researchers to consider the social responsibility and ethical implications that come with research before data collection begins. Thus, an explicit discussion of the very real impact and potential of qualitative research is introduced here as connections between qualitative research methods with Child and Youth Care practice are highlighted. Our intention is not to present findings as this is an in-progress study, but to open the floor to further questioning and dialogue along a similar vein. Our hope is that such dialogue can render qualitative research that is more relevant to the very complex lives to which we aim to contribute in our studies and practice.

show abstract

Student Voice and Critical Reflection

Abstract: Eric stated, "I am a samurai sword; it is sharp on one side and dull on the other because I am sometimes smart and sometimes I am not."

Cited by 38 publications

References 25 publications

Establishing Positive Relationships with Secondary Gifted Students and Students with Emotional/Behavioural Disorders: Giving These Diverse Learners What They Need

Establishing Positive Relationships with Secondary Gifted Students and Students with Emotional/Behavioural Disorders: Giving These Diverse Learners What They Need

Examining Montessori Middle School through a Self-Determination Theory Lens: A Mixed Methods Study of the Lived Experiences of Adolescents

A Meaningful Method: Research with Adolescent Girls Who Use Crystal Methamphetamine

Contact Info

Product

Resources

About