Student voice and the perils of popularity

Rudduck, Jean; Fielding, Michael

doi:10.1080/00131910600584207

Cited by 215 publications

(171 citation statements)

References 9 publications

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“…In contrast to this "ideology of immaturity" (Grace, 1995: 202), which underestimates pupils and ignores their perspectives, Rudduck and her colleagues (Rudduck, 2006;Rudduck and Fielding, 2006;Rudduck andFlutter, 2000, 2004) argue that the movement of pupil voice, that is, real pupil consultation about and participation in things that matter in school, is an urgent direction for school improvement, because of pupils" experiences of and insights into the social dynamics of school and the classroom, which at the same time is very close to the principles and practices of democratic citizenship education and in line with the United Nations Convention on the Rights of the Child. "Being consulted and knowing that what you say is taken seriously builds students" self-respect and gives them a sense that others respect them and this, in turn, can also strengthen their commitment to learning" (Rudduck, 2006: 140).…”

Section: Implicit Citizenship Education By the System Of School Rulesmentioning

confidence: 99%

The moral construction of the good pupil embedded in school rules

Thornberg

2009

Education, Citizenship and Social

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The aim of this field study was to investigate the hidden curriculum of school rules delimited to the moral construction of "the good pupil" embedded in the system of school rules in two primary schools. According to the findings, the rule system mediates a moral construction of the good pupil to the children, and this actually includes two constructions: the benevolent fellow buddy and the well-behaved pupil. Furthermore, a picture of a final learning outcome of this hidden or implicit citizenship education of school rules emerges: the good citizen who (1) does good to others and does not harm others, (2) functions well in the society and lives by its laws and norms, and (3) takes responsibility and does her or his very best. Critical thinking and the possibility of questioning, critically discussing and abolishing explicit rules are not parts of this picture.

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Section: Implicit Citizenship Education By the System Of School Rulesmentioning

confidence: 99%

The moral construction of the good pupil embedded in school rules

Thornberg

2009

Education, Citizenship and Social

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“…Concerns also arise about the glamorisation of student voice (Rudduck and Fielding 2006) within the evaluation of educational settings in order to meet particular institutional and national targets.…”

Section: 3)mentioning

confidence: 99%

Predictability in high-stakes examinations: students’ perspectives on a perennial assessment dilemma^*

Elwood

Hopfenbeck

Baird

2015

Research Papers in Education

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Key debates within educational assessment continuously encourage us to reflect on the design, delivery and implementation of examination systems as well as their relevance to students. In more recent times, such reflections have also required a rethinking of who is authoritative about assessment issues and whose views we seek in order to better understand these perennial assessment dilemmas. This paper considers one such dilemma, predictability in high stakes assessment, and presents students' perspectives on this issue. The context is the Irish Leaving Certificate (LC) taken by upper secondary students (aged between 16 and 18) in order (mainly) to enter tertiary level education. The data comes from 13 group interviews with 81 students across a range of schools in Ireland. Listening to students about complex, high stakes examining problems has a limited history within the educational assessment literature. The findings from the study address this shortcoming and depict how students' insightful reflections can improve our understanding of these dilemmas. Further, students are more than able to reflect on their own situations with regard to high stakes examining contexts and have important contributions to make to our fuller understanding of those elements that will promote high quality and fair assessment.

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“…Second, Rudduck and her colleagues (Rudduck, 2006;Rudduck & Fielding, 2006;Rudduck & Flutter, 2004) argue that the movement of student voice in terms of real student consultation about and participation in things that matter in school is an urgent direction for school improvement, because of students' experiences of and insights into the social dynamics of school and the classroom, which at the same time is close to the principles and practices of democratic citizenship education and in line with the United Nations Convention on the Rights of the Child. -Being consulted and knowing that what you say is taken seriously builds students' self-respect and gives them a sense that others respect them and this, in turn, can also strengthen their commitment‖ (Rudduck, 2006, p. 140).…”

Section: Implications For Practitionersmentioning

confidence: 99%

Schoolchildren's social representations on bullying causes

Thornberg

2010

Psychology in the Schools

112

123

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The aim of the present study is to investigate schoolchildren's social representations on the causes of bullying. Individual qualitative interviews were conducted with 56 schoolchildren recruited from five elementary schools in Sweden. Mixed methods (grounded theory as well as descriptive statistic methods) were used to analyze data. According to the findings, the most prevalent social representation on bullying causes among the children is to view bullying as a reaction to deviance. The second most frequently used explanation type is to view bullying as social positioning. Other social representations on bullying causes are to explain bullying as the work of a disturbed bully, a revengeful action, an amusing game, social contamination, and a thoughtless happening. Social representations of bullying causes appear to be linked to the more general process of social categorization and seem in many bullying cases to promote moral disengagement among the children

This is the author’s version of the following article: Robert Thornberg, Schoolchildren's social representations on bullying causes, 2010, Psychology in the schools, (47), 4, 311-327. http://dx.doi.org/10.1002/pits.20472 Copyright: John Wiley & Sons, Ltd http://eu.wiley.com/WileyCDA/Brand/id-35.html

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Student voice and the perils of popularity

Cited by 215 publications

References 9 publications

The moral construction of the good pupil embedded in school rules

The moral construction of the good pupil embedded in school rules

Predictability in high-stakes examinations: students’ perspectives on a perennial assessment dilemma^*

Schoolchildren's social representations on bullying causes

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Student voice and the perils of popularity

Cited by 215 publications

References 9 publications

The moral construction of the good pupil embedded in school rules

The moral construction of the good pupil embedded in school rules

Predictability in high-stakes examinations: students’ perspectives on a perennial assessment dilemma*

Schoolchildren's social representations on bullying causes

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Product

Resources

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Predictability in high-stakes examinations: students’ perspectives on a perennial assessment dilemma^*