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1.
Background: Incorporating student voice into the science classroom has the potential to positively impact science teaching and learning. However, students are rarely consulted on school and classroom matters. This literature review examines the effects of including student voice in the science classroom.

Purpose: The purpose of this literature review was to explore the research on student voice in the science classroom. This review includes research from a variety of science education sources and was gathered and analyzed using a systematic literature review process.

Design and methods: I examined articles from a variety of educational journals. I used three key terms as my primary search terms: student voice, student perceptions, and student perspectives. The primary search terms were used in conjunction with qualifiers that included science education, science curriculum, student emergent curriculum, student centered curriculum, and science. In order to be included in the literature review, articles needed to be published in peer-reviewed, academic journals, contain clearly defined methods (including quantitative, qualitative, or mixed methods), include research conducted in K through 12 classrooms, include the term ‘student voice’, and focus specifically on science. I included articles from a variety of science classrooms including general middle school science, science-specific after-school programs, secondary science classrooms in a variety of countries, and physics, biology, and aerospace classrooms. No restrictions were placed on the country in which the research was conducted or on the date of the research.

Conclusions: The results of the literature review process uncovered several themes within the literature on student voice. Student voice research is situated within two main theoretical perspectives, critical theory and social constructivism, which I used as the main themes to structure my findings. I also identified subcategories under each main theme to further structure the results. Under critical theory, I identified three subcategories: determining classroom topics, developing science agency, and forming identities. Under social constructivism, I discovered four subcategories: forming identities, incorporating prior knowledge and experience, communicating interest in topics and classroom activities, and improving student–teacher relationship. The research supports that allowing students a voice in the classroom can lead them to feel empowered, able to construct their own meaning and value in science, demonstrate increased engagement and achievement, and become more motivated. I conclude students should be allowed a voice in the science classroom and to continue to ignore these voices would be a disservice to students and educators alike.  相似文献   


2.
UK national policy and the practices of university course boards tend to reduce understandings of ‘student voice’ to a feedback loop. In this loop, students express feedback, the university takes this on board, then they tell the students how they have responded to their feedback. The feedback loop is a significant element of the neoliberal imaginary of higher education globally. This qualitative research study drew on interviews with course representatives in three universities in England, and on policy analysis, to explore the discursive construction and enactment of student voice. It uses the feedback loop as an analytical frame. Drawing on Foucault’s later work, the article aims to open up the feedback loop by exploring its manifestation in the mundane everyday practices of universities. In opening the loop, we identify the following effects of the student voice policy ensemble: students have to construct feedback as it is not just waiting to be gathered; it promotes a dividing practice, where reps are positioned differently to other students; there is a focus on problems; an ‘us and them’ is reinforced between staff and students; the loop closes down discussion; and a managerial logic obscures political processes. The article articulates its opening of the loop as a way of unmasking the modes of power which work through discourses of ‘student voice’, and hence seeks to create possibilities for resistance to being governed this way.  相似文献   

3.
Evaluation research focusing on educational initiatives that impact on the learning and lives of young people must be challenged to incorporate ‘student voice’. In a context of conventional evaluation models of government-led initiatives, student voice is a compelling addition, and challenges the nature of traditional forms of evaluation. It requires a student-first approach where young people actively report on their experiences, rather than being represented by others. This paper presents an evaluation that draws on large-scale ‘student voice’ contribution. Using the context of a mental health programme that was piloted in secondary schools in Aotearoa New Zealand, this paper explores the importance of a student voice agenda in evaluations. More than 2500 students participated through national surveys and an in-depth case study across five school sites. By foregrounding student voice as an evaluation tool, the ethics of student involvement becomes complex. When authentic student ‘data’ can change or challenge official thinking, students’ voice(s) can either be foregrounded or silenced. Commissioned evaluations are often fraught with wider political agendas, but evaluation researchers have a duty to ensure student voice is represented if it is to inform ongoing government policy that impacts on the lives and learning of young people.  相似文献   

4.
A small-scale action research project was used to consider the policy and rhetoric surrounding development of the ‘expert learner’ and how this might be further explored to provide opportunities for learners to have greater direct involvement in reflection and discussion with teachers. The research was based within a further education setting, using participants from an ‘HE in FE’ curriculum area: teacher education. It sought to explore how involving students as partners in the peer observation process might be used to engage with student voice and enhance the teaching and learning experience for all involved. To evaluate the creation, sharing and development of teaching and learning that might be generated in such circumstances, the research used two theoretical frameworks to analyse the data: communities of practice and ecological learning systems. This article reviews the literature around these two frameworks and critically reflects on the influences of these approaches in communities of teaching and learning. Analysis of interviews, and the interactions and dialogue contained within these, revealed something else happening within these connections. As such, it considers the opportunities facilitated in this context and how development of a newly-devised continuum of practice may be used to enable professional dialogue to enhance student–teacher interactions.  相似文献   

5.
ABSTRACT

Removal of the student numbers cap, reductions in funding and an accompanying need to generate revenue have driven education towards neo-capitalism and managerialism: students equate to income. An associated growth in performativity measures incorporates student voice as one of these benchmarking requirements. Aiming to explore and challenge assumptions about the role of student voice in post-compulsory education, this paper identifies a missing viewpoint in the wider research: perceptions from those engaged in teacher education. This paper presents research undertaken with 24 participants (teacher educators, student teachers and quality assurance managers) across three post-compulsory institutions in the UK. It explores perceptions about how student voice is espoused, enacted and experienced within the institutions, and whether this enables a democratic approach within education. The research considers questions raised about power, dialogue and engagement, as well as the impact of marketisation and consumerism on student–institutional relationships.  相似文献   

6.
ABSTRACT

As student voice has become popularised as a school reform strategy, it has been critiqued as another instrumental strategy that schools may use to govern students’ speech, bodies and subjectivities. What necessitates further analysis is the relation between student voice and regulatory modes of governance entwined with geopolitical attention to security in and beyond disciplinary institutions. In this article, ethnographic accounts from students at a comprehensive coeducational public secondary school where student voice was adopted as a school reform strategy are read with and through a policy context concerned with security (in particular, the Australian Government’s Schools Security Programme and the Living Safe Together policy strategy), and Foucault’s problematisations of ‘security’ in lectures published in Security, Territory, Population. It is argued that student voice is entwined with contemporary security policies and practices; securing the material borders of the school is inextricable from limits placed on the discursive articulation of feeling in and beyond school gates.  相似文献   

7.
Stephanie Dix 《Literacy》2016,50(1):23-31
This article adds to the research on teachers' writing pedagogy. It reviews and challenges the research literature on scaffolding as an instructional practice and presents a more inclusive framework for analysis. As student participation and voice were absent from much of the literature, a participatory scaffolding framework was developed to observe, analyse and interpret how one teacher and her primary school aged students co‐constructed learning to write. The case study revealed that the scaffolding interactions were complex, recursive and responsive to students' learning. The teacher wove multiple layers of scaffolding, encouraging student talk and metacognitive awareness, thus creating a 'magic space’ where minds could meet allowing negotiation and handover.  相似文献   

8.
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9.
Within the Third Annual Cycle of the Joint Information Systems Committee (JISC) User Behaviour Monitoring and Evaluation Framework, six small‐scale action research interventions were undertaken in further education (FE) institutions. The aims of these interventions were two‐fold: (i) to develop understanding of the facilitators and barriers to the use of digital information resources by students in FE; (ii) to test the value of the action research approach in facilitating change and developing transferable knowledge in this context. The objectives for each intervention were developed in collaboration with the FE college site staff and students. The process generally involved identification and elaboration of the problem situation, development of an intervention that might help to overcome some of the barriers to more effective use of electronic information services and evaluation of the outcomes of the intervention. Both practical–deliberative and participatory action research methods were used, with interviews and focus groups used to determine the problem and assess the effectiveness of interventions. Six interventions are reported. These included: a database implementation, the development of a subject guide, training sessions, a major change project and a web site. The main findings on the use of digital information resources in FE were: (i) interventions can make the students more aware of resources available, but the immediate impact may be low; (ii) FE students are often part‐time and work in subject/cohort groups in the FE college, therefore targeted initiatives which are aimed at ‘their’ group are likely to be most effective; (iii) incorporation of the use of specialized digital resources in assignments is constrained by student preference for books and/or the Internet, a lack of new products aimed at the FE student market and physical information technology (IT) problems or the perceived lack of IT support. The action research methodology offers benefits not available through survey‐based methodologies. The challenges that arise from the integration of learning from different action research projects need to be balanced against the benefits accruing from embedding learning and knowledge creation in innovation and using research to promote change, rather than simply to measure it.  相似文献   

10.
Schools in England are now being encouraged to ‘personalise’ the curriculum and to consult students about teaching and learning. This article reports on an evaluation of one high school which is working hard to increase student subject choice, introduce integrated curriculum in the middle years and to improve teaching and learning while maintaining a commitment to inclusive and equitable comprehensive education. The authors worked with a small group of students as consultants to develop a ‘student's‐eye’ set of evaluative categories in a school‐wide student survey. They also conducted teacher, student and governor interviews, lesson and meeting observations, and student ‘mind‐mapping’ exercises. In this article, in the light of the findings, the authors discuss the processes they used to work jointly with the student research team, and how they moved from pupils‐as‐consultants to pupils‐as‐researchers, a potentially more transformative/disruptive practice. They query the notion of ‘authentic student voice’ and show it as discursive and heterogeneous: they thus suggest that both a standards and a rights framings of student voice must be regarded critically.  相似文献   

11.
ABSTRACT

Individual innovativeness has become one of the most important employability skills for university graduates. In this paper, we focus on how students could be better prepared to be innovative in the workplace, and we argue that inquiry-based learning (IBL) – a pedagogical approach in which students follow the inquiry-based processes used by scientists to construct knowledge – can be effective for this purpose. Drawing on research which examines the social and cognitive micro-foundations of innovative behavior, we develop a conceptual model that links IBL and student innovativeness, and introduce three teacher-controlled design elements that can influence the strength of this relationship, namely whether an inquiry is open or closed, discovery-focused or information focused and individual or team-based. We argue that an open, discovery-focused and team-based inquiry offers the greatest potential for enhancing students’ skills in innovation. This paper has several implications for higher education research and practice.  相似文献   

12.
ABSTRACT

Background: High quality tertiary teaching is important for maximising the impact of tertiary education for students, employers and society, as well as for institutional reputation and accountability. Varied interpretations exist regarding what counts as ‘innovative’ tertiary teaching.

Purpose: This study sought to explore the deeper drivers of motivations of tertiary educators to initiate and implement teaching innovations.

Method: Drawing from the data from semi-structured interviews from a wider study into innovative teaching in a tertiary education institution in Aotearoa New Zealand, we analysed the rationale of 13 expert tertiary educators for teaching in novel ways. The framework for analysis was based on Self-Determination Theory: data were analysed in relation to three basic psychological needs known to impact on motivation and wellbeing – competence, autonomy and relatedness.

Findings: Our analysis suggests that tertiary educator motivation to innovate in their teaching is related to feelings of all three needs. Findings suggest that innovative pedagogical change was linked to educators’ need for feelings of competence in relation to subject area content, pedagogy and developing student competence. Enhancing autonomy for the educators themselves, or for their students, was also an important factor motivating innovative practice. Developing relatedness between students, between themselves and students, and between students and society were reported as motivations for innovative teaching. Some teaching innovations were motivated by the educator’s desire for greater personal or student wellbeing.

Conclusions Educators’ motivations for being innovative in their tertiary pedagogical practice encompassed content, pedagogical, personal and social dimensions. None reported that their innovation was motivated by institutional policy or expectations. The reported challenges to innovative teaching practice, including institutional structures and processes, lack of access to specific technologies, and the time needed to develop and implement changed practice, indicate that educators must be strongly committed to making change in their practice to sustain the effort required.  相似文献   

13.
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14.
ABSTRACT

This study is an autoethnographic reflection on power and expertise in an evolving student/staff partnership. The partnership was initiated as pedagogical co-design in the development and implementation of a peer-assisted learning programme. Through a process of critical reflection that linked our partnership experience with themes from relevant literature, we (the staff and student authors) became co-researchers of our practice. The evolution of the partnership provided a unique perspective from which to compare our experiences of power and expertise across both contexts. We characterised our pedagogical co-design partnership as a shift from the more traditional ‘power over’ model of delivery towards ‘power to empower’ where both student and staff partners had agency and voice. Key to this important transition was a shared philosophy of student-centred teaching. As the partnership transformed from co-teaching to co-researching we needed to re-negotiate power dynamics; while our different pathways had converged on a common view of student-centred learning, our research expertise remained disparate. We were able to negotiate this challenge by drawing on our existing relationship based on respect, reciprocity and responsibility, reinforcing views of partnership that value equality of opportunity and a focus on learning and process, rather than equality of contributions and outcomes.  相似文献   

15.
The ‘student voice’ is highly profiled in UK higher education, yet highly under-theorised. Over the past 20 years UK universities have gone from a taxpayer-funded, free at the point of use model, to one supported through tuition fees via Government-backed loans. Subsequently, there is a growth of discourse about universities as businesses and students as paying customers/consumers whose opinions and demands must be considered. This article outlines four possible theoretical lenses (or frameworks) through which student voice can be analysed, enabling an exploration of the vested interests and power relations entailed. These lenses draw on (1) research on student voice and power in compulsory education; (2) regulatory capture from Economics; (3) the notion of students voice as part of an incomplete whole and (4) non-representational theory, developed in Human Geography by Nigel Thrift.  相似文献   

16.
This paper examines the implementation of Singapore’s landmark policy, ‘Thinking Schools, learning Nation’ (TSLN), in developing ‘thinking students’ through the prism of student voice. In the context of twenty-first century education and the growing importance of student voice in education, this paper argues that the time might be right to ‘disrupt’ Singapore’s education status quo and incorporate meaningful student voice in education policies. Instead of perceiving students as mere subjects of educational policy enactment, and seeing policy as something that is done to them, it should be reconceptualised as something which is done with them; importantly, students should be recast as key co-agents of educational change, consistent with TSLN’s reconceptualization of learners as ‘thinking students’. Basing its arguments on findings from a qualitative case study of students’ perceptions and schooling experiences of critical thinking in TSLN, this paper considers the case for the inclusion of significant student voice in Singapore’s educational policy reforms. It fills gaps in research on student voices in Singapore’s educational reforms and TSLN’s research from students’ perspective. The paper suggests that the inclusion of student voice in educational reform might be the next landmark step in ‘disrupting’ its educational landscape after the ‘big bang’ of TSLN.  相似文献   

17.
ABSTRACT

Background: The importance of digital technologies for enhancing learning in formal education settings has been widely acknowledged. In the light of this expectation, it is important to investigate the effects of these technologies on students’ learning and development.

Purpose: This study explores longitudinal empirical research on digital learning in the context of primary and secondary education. By focusing on a small selection of the peer-reviewed literature, the aim is to examine the kinds of longitudinal study published on this topic during the period 2012–2017 and, thorough categorisation, to bring together insights about the reported influences of digital technology use on students’ learning.

Design and methods: The databases searched for the purposes of this review were Scopus and Web of Science. Of 1,989 articles, 13 were finally included in the review. Using qualitative content analysis, these were analysed, coded and categorised.

Results: The reviewed studies were found to have approached digital learning in different ways: they varied, for example, in terms of research methods and design and the digital technologies used. The studies addressed different aspects of learning, which we assigned to six categories: affection, attitude, and motivation; subject-specific knowledge and skills; transversal skills; learning experience; elements of the learning environment; and identity. We identified both positive and negative influences of technology on learning.

Conclusions: This review offers a snapshot of the variety of research in this fast-moving area. The studies we explored were found to approach digital learning from several different perspectives, and no straightforward conclusions can be drawn about the influences of digital technology use on students’ learning. We conclude that further longitudinal studies of digital learning are needed, and this study assists by highlighting gaps in the existing literature.  相似文献   

18.
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19.
ABSTRACT

Evidence shows flipped learning increases academic performance and student satisfaction. Yet, often practitioners flip instruction but keep traditional curricula and assessment. Assessment in higher education is often via written exams. But these provide limited feedback and do not ask students to put knowledge into practice. This does not support the tenets of flipped learning. For two years, the author flipped instruction but retained traditional curricula and assessment. However, on the author’s current course, all three aspects were redesigned to better support flipped learning. The aim of this research is to test the effectiveness of this redesign regarding student engagement and satisfaction. Thus, it is asked: How, on this course, can meaningful, continuous assessment be provided as well as effective, personalized feedback, while staying in line with the philosophy of flipped learning? Action research took place from September 2016 to June 2017. Quantitative data from a student survey, and qualitative data from a research diary and student focus group were gathered. What emerged is: a little-and-often assessment approach is effective for learning and engagement; tasks must be authentic and test demonstration of knowledge, not memory; quality, not quantity, is key for student learning; and students desire individualized feedback.  相似文献   

20.
Abstract

The massification of higher education in Australia since the early 1990s has foregrounded issues of access and participation for a range of ‘non‐traditional’ students. Such issues can unsettle academics’ normative assumptions of the learning behaviours of the traditional, ‘ideal’, university student and highlight normative beliefs and practices about teaching and learning. This can be seen most acutely in regard to the increasing numbers of students with disabilities, especially students with ‘hidden’ disabilities such as psychiatric disabilities and learning disabilities. The impacts of these disabilities go to the very core of the business of the academy: cognition, intellectual ability and academic success. Using Smith's (1999) notion of ‘cultural cartography’, this article takes a sociocultural approach to investigate and give voice to the responses of a small number of students with a ‘learning difficulty’ at a regional university about problematic aspects of their teaching and learning experiences. This demonstrated that the after‐effects of access and equity admission polices can play out in deeply personal ways for individual students when normative, behaviourist notions of ability and achievement continue to prevail within higher education environments. Although non‐traditional students are now permitted to enter the academy, this occurs at some personal cost to their feelings of belonging and self‐esteem, and can result in students taking on deficit or helpless positions within the academy.  相似文献   

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