Non-compliance as a substitute for voice

Ralph, Thomas

doi:10.1080/02671522.2019.1633564

Cited by 5 publications

(3 citation statements)

References 24 publications

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“…In one study, students who felt that they had a voice in school decision-making were eight times more likely to experience engagement in school [2]. The counterfactual has also been established: when students feel they have no voice in shaping their school experience, disengagement and alienation become adaptive responses [18][19][20].…”

Section: Review Of Research On Student Voice Practices Active Learnin...mentioning

confidence: 99%

Student Voice and Choice in the Classroom: Promoting Academic Engagement

Conner,

Chen,

L. Mitra

et al. 2024

Instructional Strategies for Active Learning [Working Title]

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Centering the concept of student voice, this chapter makes three key contributions to the research on instructional practices that promote active learning and engagement. First, using research-based vignettes, it explains what student voice practices look like in the classroom and how they differ from the provision of choice. Second, it reviews the research linking student voice practices and choice practices to deeper engagement and learning. Third, drawing on original survey, interview, and focus group data, it illustrates how student voice practices and choice practices enhance affective, behavioral, and cognitive student engagement from the perspectives of both students and teachers. This chapter offers useful guidance to educators who wish to expand their active learning pedagogical repertoires to include student voice practices.

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Section: Review Of Research On Student Voice Practices Active Learnin...mentioning

confidence: 99%

Student Voice and Choice in the Classroom: Promoting Academic Engagement

Conner,

Chen,

L. Mitra

et al. 2024

Instructional Strategies for Active Learning [Working Title]

View full text Add to dashboard Cite

show abstract

“…The extent to which a student voice practice contributes to change. Bahou, 2012;Biddle & Hufnagel, 2019;Davies, 2011;Elwood, 2013;Lyons et al, 2020;Mayes, 2020aMayes, , 2020bRalph, 2021;Shirazi, 2018 Note. Due to space limitations, we did not cite all articles that were connected to an element as a majority of articles were connected to more than one element and several elements (i.e., setting, focus, intent, and roles) were connected to by more than 30 articles.…”

Section: Responsivenessmentioning

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 study of the relationship between students and teachers is approached in this paper from an unusual perspective, that of the student itself, determining the effect of teaching styles on the perceived relationship. In a context where the student's voice is of growing interest in the analysis of the learning process (Ralph, 2021), we believe it is important to propose models that provide insight into the student's perception, as the teacher's work.…”

Section: Introductionmentioning

confidence: 99%

Teacher-student relationship and teaching styles in primary education: A model of analysis

Cardenal,

Díaz-Santana,

González-Betancor

2023

JPCC

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PurposeThe teacher role in the classroom can explain important aspects of the student's school experience. The teacher-student relationship, a central dimension of social capital, influences students' engagement, and the teaching style plays an important role in student outcomes. But there is scarce literature that links teaching styles to teacher-student relationship. This article aims to (1) analyze whether there is a relationship between teaching styles and the type of relationship perceived by students; (2) test whether this relationship is equally strong for any teaching style; and (3) determine the extent to which students' perceptions vary according to their profile.Design/methodology/approachA structural equation model with four latent variables is estimated: two for the teacher-student relationship (emotional vs educational) and two for the teaching styles (directive vs participative), with information for 21,126 sixth-grade primary-students in 2019 in Spain.FindingsTeacher-student relationships and teaching styles are interconnected. The participative style implies a better relationship. The perceptions of the teacher are heterogeneous, depending on gender (girls perceive clearer than boys) and with the educational background (children from lower educational background perceive both types of teaching styles more clearly).Originality/valueThe analysis is based on the point of view of the addressee of the teacher's work, i.e. the student. It provides a model that can be replicated in any other education system. The latent variables, based on a periodically administered questionnaire, could be estimated with data from diagnostic assessments in other countries, which in turn would allow the formulation of context-specific educational policy proposals that take into account student feedback.

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Non-compliance as a substitute for voice

Cited by 5 publications

References 24 publications

Student Voice and Choice in the Classroom: Promoting Academic Engagement

Student Voice and Choice in the Classroom: Promoting Academic Engagement

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

Teacher-student relationship and teaching styles in primary education: A model of analysis

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