The possibilities and problematics of student voice for teacher professional learning: lessons from an evaluation study

Mayes, Eve; Black, Rosalyn; Finneran, Rachel

doi:10.1080/0305764x.2020.1806988

Cited by 27 publications

(17 citation statements)

References 51 publications

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“…Schools where students felt they were listened to about classroom practices reported higher grades, better attendance, and lower rates of chronic absenteeism. International researchers are agreed that student opinions about instruction, relevance of curriculum, tutoring, teacher development, and Internet learning opportunities deserve increased attention for school improvement (Conner, 2022;Cook-Sather, 2020;Jones & Bubb, 2021;Mayes, Black, & Finneran, 2021;Messiou et al, 2022;P. S. Strom, R. D. Strom, Sindel-Arrington, & Wang, 2022).…”

Section: Student Voice Movementmentioning

confidence: 99%

Assessment of Internet Learning for High School Students

Strom¹,

Hendon²,

Strom³

2022

JEDP

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The generally poor academic performance of secondary school students across the United States is motivating educators to discover ways to improve school conditions of learning. Because the main source of knowledge is the Internet, helping students know how to use this tool wisely and relate their searching to cooperative learning group assignments is a focus of instructional concern. The purpose of this study was to determine how to improve Internet learning at a single high school. The principal chose to use student voice as the method and invited all students to take the Internet Learning Poll to find out how they felt about learning from the Internet. They were told that taking the poll was voluntary, not an assignment, their responses would be anonymous, and combined with other students. Of 461 students enrolled, 444 took the poll, yielding a school completion rate of 96%. Students wanted to be taught methods to improve their Internet research skills and how to evaluate website credibility. They maintained that teachers needed training to devise assignments which contribute to Internet searching and problem-solving practice in cooperative learning teams. Student polling presents evidence-based data to identify needs of students and contribute to better school practices. The elements used to establish the goals of continuous school improvement planning can be met by focusing on faculty improvement, student voice, and principal leadership.

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Section: Student Voice Movementmentioning

confidence: 99%

Assessment of Internet Learning for High School Students

Strom¹,

Hendon²,

Strom³

2022

JEDP

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“…The reviewed criticisms of student evaluations of teachers in the literature highlight how student perception surveys are embedded in neoliberal discourses and correspond to various practices that can demoralise teachers (Perry-Hazan 2019) while at the same time, as innocent as the informal conversations may be, 'it would be difficult for anyone not to be influenced by pupil reports of poor teaching' (Page 2015(Page , 1042 and these informal conversations could, even unintentionally, act as a form of surveillance. It is the contention of this paper, that of the classroom-level consultations and managementlevel consultations taking place in Irish schools, it is the former that should be prioritised and focused on, once it does not represent 'a move away from a model of professional autonomy where teachers make their own decisions about teaching quality' (Bragg 2007, 351) or a move to a construction of teachers as technicians (Mayes, Black, and Finneran 2021). In countries where student voice is still emerging and developing, it is likely that student voice focused on open and transparent dialogue between teachers and students devoid of any outside pressure or surveillance would be most beneficial.…”

Section: Discussionmentioning

confidence: 99%

Student voice and classroom practice: how students are consulted in contexts without traditions of student voice

Skerritt

Brown

O’Hara

2021

Pedagogy, Culture & Society

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Different countries have different histories, traditions, cultures, and practices of student voice and are currently at different stages of their student voice journeys. This paper investigates how student voice is coming to be used in relation to classroom practice in different school types and socio-economic settings in the Irish education system. Ireland is a country without a strong tradition or history of student voice and particularly in relation to teaching and learning matters and it is envisaged that this paper will be of strong interest to those in countries where student voice is not yet prominent, but there are also wider implications. This research shows that students are now being consulted in relation to classroom practice in a variety of ways but that even within single school systems consultations are very much connected to school context with voice being used to different extents in different schools in different settings.

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“…Critique of student voice scholarship has increasingly focused on how student voice practices may be co-opted to reinforce oppression rather than to focus on social justice (Balakrishnan & Claiborne, 2017; Holquist & Walls, 2021a; McNae & Cowie, 2017; Mayes et al, 2016, 2021; Bertrand & Rodela, 2018; York & Kirshner, 2015; Robinson & Taylor, 2013; Rodela & Bertrand, 2021). For example, Lac and Cumings Mansfield (2018) identified three levers for effective student voice in educational leadership: (a) positioning of students as change agents, (b) school administrators who support the centering of student voice, and (c) the actual creation of opportunities for student voice to occur.…”

Section: Student Voice As Critical Distributed Leadershipmentioning

confidence: 99%

What Is Student Voice Anyway? The Intersection of Student Voice Practices and Shared Leadership

Holquist

Mitra

Conner

et al. 2023

Educational Administration Quarterly

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Purpose: Educational leadership traditionally has defined school leadership as an adult-only space. An emerging group of scholars is expanding the field to challenge who should be considered an educational leader and whose voices should be centered in change processes. Examining the ways in which students serve as leaders in schools, student voice scholarship has expanded rapidly over the last two decades. However, it has not cohered around a shared understanding of the central components of the practice of student voice in classrooms and schools. Research Methods: Our process drew upon two different data sources in parallel—a systematic literature review and interviews/focus groups with students, teachers, and school leaders. We designed our process in this format to draw upon what has been done before and to understand whether the past still aligns with current practice. We hope that in addition to articulating student voice constructs, this article also can offer methodological contributions as demonstrating ways to understand educational practices based on past and new research. Findings: This article presents a framework of the core components of student voice in classrooms and schools: structures (setting, focus, and intent) and relationships (access, representative, roles, and responsiveness). Implications for Research and Practice: This framework provides a roadmap for students, teachers, school leaders, and academic scholars to understand how leadership at the school and classroom levels can envision and design student voice practices. Further, it offers a starting point for articulating the range of possibilities for student voice in classrooms and schools.

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The possibilities and problematics of student voice for teacher professional learning: lessons from an evaluation study

Cited by 27 publications

References 51 publications

Assessment of Internet Learning for High School Students

Assessment of Internet Learning for High School Students

Student voice and classroom practice: how students are consulted in contexts without traditions of student voice

What Is Student Voice Anyway? The Intersection of Student Voice Practices and Shared Leadership

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