Giving students voice as a strategy for improving teacher practice

Abstract

This study used a semi-structured interview tool with elementary students in an inclusive charter school in a western state in the United States. Students with and without disabilities were asked to comment on their participation in their classroom and their perceptions of the classroom climate in order to begin a dialogue with their teachers that would lead to more participation in decision-making. Compiled data from the interviews were shared with teachers who were then interviewed about their analysis and use of the data for making improvements to their classroom environment and approach to pedagogy. Teacher responses were analysed for trends and actions taken following the feedback. Teachers concluded that the data were helpful and committed to use the tool regularly in the future to foster ongoing conversations with their students. They used the information from their students to make changes in the classroom climate, in their own teaching practices, and in the content of what they were teaching. Implications for expanding upon the use of the tool in the future to promote greater dialogue between teachers and students are discussed.

¿Quién Toma la Palabra en la Escuela?, ¿Quién Escucha? Preguntas Pertinentes desde la Práctica Reflexiva

“…establecimiento de sucesivas recogidas de información, a través de entrevistas que se adaptan a cada participante (Ferguson, Hanreddy y Draxton, 2011).…”

Educational Technology and Student Voice: Examining Teacher Candidates' Perceptions

“…As defined by Mitra (2004), Student Voice "means valuing the student role in the decision making and change efforts of schools" (p. 652). Research shows that honoring Student Voice and allowing students to share in decision-making can contribute to higher levels of motivation (Ferguson, Hanreddy & Draxton, 2011). Furthermore, Student Voice helps youth develop attachment to school (Mitra, 2004), advances civic engagement, and extends the mindset to include the global community (Fielding, 2006;Mitra & Serriere, 2012).…”

“…Studies suggest varying degrees and intentions in the use of Student Voice in schools (CookSather, 2006;Ferguson, et al, 2011;Fielding, 2004aFielding, , 2006Mitra, 2004). Surveys and polls are strategies commonly used to allow students the opportunity to share their opinions, but often teachers maintain control of the decision about whether or not to take action with the responses collected (Ferguson et al, 2011).…”

“…Surveys and polls are strategies commonly used to allow students the opportunity to share their opinions, but often teachers maintain control of the decision about whether or not to take action with the responses collected (Ferguson et al, 2011). Authentic Student Voice shifts the power dynamics of the classroom to allow students to be change agents as well as teachers (Mitra, 2004), leading to student-directed rather than teacher-directed change (Ferguson et al, 2011). Fielding (2004b outlines a framework of Student Voice calling for a true partnership between teachers and learners that includes "mutuality" and "reciprocal responsibilities" in the learning environment (p. 307).…”

“Corresponding with the Professor”: A Didactic Tool for Fostering Students’ Ability to Identify Scholastic Difficulties and Ways of Coping with Them

“…This is founded on the belief that in doing so, students' learning experience will become more meaningful and that their commitment to learning and to school will grow stronger (Hargreaves, 2004). Moreover, listening to students' voices allows teachers to ascertain rich and in-depth information concerning their students' learning processes and thus adapt the learning environment and pedagogy to their needs (Ferguson, Hanreddy, & Draxton, 2011). Obviously, in order for students to be able to express their opinions openly and without fear, it is essential to build a genuine and reciprocal trusting relationship between students and teachers while encouraging students to express themselves (Levin, 2000;Mitra, 2004).…”