Student Voices: Generating Reform From the Inside Out

Yonezawa, Susan; Jones, Makeba

doi:10.1080/00405840902997386

Cited by 40 publications

(32 citation statements)

References 25 publications

(16 reference statements)

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“…Indeed, researchers invested in learning directly from children and youth consistently emphasize the opportunity presented by students' views to create an array of contextualized, on-the-ground changes to better support students. Yonezawa and Jones (2009), in a study that engaged students as co-researchers in educational reform in the San Diego Unified School District's high school reform initiative, note how a wide array of data that includes input from students "allows teachers to develop a more complete portrait of students' needs and the kinds of classroom practices that best support student learning and academic success" (p. 210). Similarly, Mitra (2006) describes how the introduction of student voice efforts can have positive effects for youth themselves, as well as for teachers and schools, increasing positive student-teacher communication, influencing school policy, and motivating teachers.…”

Section: Attention To Student Perspectivesmentioning

confidence: 99%

“I Like to Read, but I Know I’m Not Good at It”: Children’s Perspectives on High‐Stakes Testing in a High‐Poverty School

Dutro

Selland

2012

Curriculum Inquiry

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A significant body of research articulates concerns about the current emphasis on high‐stakes testing as the primary lever of education reform in the United States. However, relatively little research has focused on how children make sense of the assessment policies in which they are centrally located. In this article, we share analyses of interview data from 33 third graders in an urban elementary school collected as part of a larger qualitative study of children's experiences in literacy in high‐poverty classroom. Our analysis of assessment‐focused interviews focused on two research questions related to children's perspectives on high‐stakes testing: What patterns arise in children's talk about high‐stakes testing? What does children's talk about high‐stakes testing reveal about their perceptions of the role of testing in their school experiences and how they are positioned within the system of accountability they encounter in school? Drawing on tools associated with inductive approaches to learning from qualitative data as well as critical discourse analysis, we discuss three issues that arose in children's responses: language related to the adults invested in their achievement; their sense of the stakes involved in testing; and links between their feelings about test taking, perceptions of scores, and assumptions of competence. We argue that children's perspectives on their experiences with high‐stakes testing provide crucial insights into how children construct relationships to schooling, relationships that have consequences for their continued engagement in school.

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Section: Attention To Student Perspectivesmentioning

confidence: 99%

“I Like to Read, but I Know I’m Not Good at It”: Children’s Perspectives on High‐Stakes Testing in a High‐Poverty School

Dutro

Selland

2012

Curriculum Inquiry

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“…dans nos systèmes scolaires afin d'assurer la réussite de tous, une perspective importante, mais qui est souvent négligée, est celle des élèves (Bishop et Pflaum, 2005 ;Downey, 2014 ;Yonezawa et Jones, 2009). Dans le cas précis du PFAE, cette perspective n'a jamais, à notre connaissance, été investiguée.…”

Section: La Nécessité D'entendre La Voix Des Jeunesunclassified

Le parcours de formation axée sur l’emploi : la parole aux jeunes

Rousseau

Bergeron

2017

mje

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“…Students resort to atacking signiicant igures by protesting, demonstrating, and boycoting classes as a way of atracting atention to their concerns [60]. The contributions of students to educational reform have been acknowledged as key drivers in the improvement of the desired outcomes [22,61,62]. The signiicance of the "pedagogy of voice" in engaging students empowers students to appreciate their identity as important stakeholders in the learning process [63].…”

Section: Literature Reviewmentioning

confidence: 99%

Student Voice: Embracing Student Activism as a Quality Improvement Tool in Higher Education

Garwe¹

2017

Global Voices in Higher Education

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This chapter illustrates how student activism, taken in the context of the student voice, can be harnessed as a way of enhancing the quality of educational provision in higher education. Agenda 2063 of the African Commission recognizes equitable access to quality higher education as critical for national development. In the face of an increase in student protests and the resultant destruction of infrastructure and human life, it becomes imperative to ind ways of creating positive and innovative teaching and learning environments that take full advantage of student activism. The chapter draws on existing literature on student activism and the value of student voice to inform the development of a model for incorporating the "student voice" as a way of harnessing the positive aspects of student activism.

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Student Voices: Generating Reform From the Inside Out

Cited by 40 publications

References 25 publications

“I Like to Read, but I Know I’m Not Good at It”: Children’s Perspectives on High‐Stakes Testing in a High‐Poverty School

“I Like to Read, but I Know I’m Not Good at It”: Children’s Perspectives on High‐Stakes Testing in a High‐Poverty School

Le parcours de formation axée sur l’emploi : la parole aux jeunes

Student Voice: Embracing Student Activism as a Quality Improvement Tool in Higher Education

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