1,721,074 research outputs found
Cook-Sather, Alison, Authorizing Students\u27 Perspectives: Toward Trust, Dialogue, and Change in Education, Educational Researcher, 31(May, 2002), 3-14.
No full textArgues for obtaining students\u27 perspectives through educational research and sets forth implications of this position
Partnership work as practice of and preparation for navigating complexity, uncertainty, and precarity
Full text linkEducation as Translation: Students Transforming Notions of Narrative and Self
Full text linkIn this article the author explores the educational process in which college sophomores enrolled in a reading and writing course are engaged. She defines this education as translation: a process of preservation, re-vision,and re-rendering of both texts and selves, prompted by particular course assignments, readings, and forums for interaction
Sound, Presence, and Power: Student Voice in Educational Research and Reform
Full text linkEvery way of thinking is both premised on and generative of a way of naming that reflects particular underlying convictions. Over the last 15 years, a way of thinking has reemerged that strives to reposition students in educational research and reform. Best documented in Australia, Canada, England, and the United States, this way of thinking is premised on the following convictions: that young people have unique perspectives on learning, teaching, and schooling; that their insights warrant not only the attention but also the responses of adults; and that they should be afforded opportunities to actively shape their education. Although these convictions mean different things to different people and take different forms in practice, a single term has emerged to capture a range of activities that strive to reposition students in educational research and reform: student voice. In this discussion the author explores the emergence of the term student voice, identifies underlying premises signaled by two particular words associated with the term, rights and respect, and explores the many meanings of a word that surfaces repeatedly across discussions of student voice efforts but refers to a wide range of practices: listening. The author offers this discussion not as an exhaustive or definitive analysis but rather with the goal of looking across discussions of work that advocates, enacts, and critically analyzes the term student voice
What You Get Is Looking in a Mirror, Only Better : Inviting Students to Reflect (on) College Teaching
Full text linkA growing body of literature argues for the benefits of consulting students about classroom practices and a few programs place undergraduate students as observers in college classrooms. There is little research, however, on what happens when a student who is not enrolled in a particular college course is positioned as a pedagogical consultant within that course with the goal of promoting more reflective and effective practice. The project described here aims to fill this gap and to forge potentially generative connections between the literatures on reflective practice and student voice. Drawing on the experiences of faculty members and students who have participated in the project, the author focuses on the ways in which the project introduces to existing models of reflective practice a new participant and a new process, both of which not only enrich the professors’ capacity to reflect on their own practice but also prompt students to reflect on theirs
The Constant Changing of Myself : Revising Roles in Undergraduate Teacher Preparation
Full text linkIn this article the author describes the revision of the traditional roles of teacher educator, experienced mentor teacher, high school student, and preservice teacher required by a project based in the undergraduate secondary teacher education program she directs. Although role revisions can pose profound challenges to peoples identities and relationships, participants in the project find the “constant changing of myself.” That the role revisions require to be liberating, empowering, and educative. The role revisions foster the development of more dynamic and productive relationships than exist among individuals in traditional roles in teacher preparation and inspire participants to develop a more flexible sense of identity. These outcomes enhance the educational experiences of all the stakeholders
Authorizing Students\u27 Perspectives: Toward Trust, Dialogue, and Change in Education
Full text linkThis article argues for attending to the perspectives of those most directly affected by, but least often consulted about, educational policy and practice: students. The argument for authorizing student perspectives runs counter to U.S. reform efforts, which have been based on adults’ ideas about the conceptualization and practice of education. This article outlines and critiques a variety of recent attempts to listen to students, including constructivist and critical pedagogies, postmodern and poststructural feminisms, educational researchers’ and social critics’ work, and recent developments in the medical and legal realms, almost all of which continue to unfold within and reinforce adults’ frames of reference. This discussion contextualizes what the author argues are the twin challenges of authorizing student perspectives: a change in mindset and changes in the structures in educational relationships and institutions
Student voice across contexts: Fostering student agency in today’s schools
Full text linkStudent voice is a concept and a set of approaches that position students alongside credentialed educators as critics and creators of educational practice. Student voice and student agency are closely linked when school stakeholders connect the sound of students speaking with students having the power to influence practices and analyses of education. In this article I draw on empirical studies conducted in a range of contexts to present an overview of approaches to student voice that foster student agency. These approaches focus on students working with teachers and researchers to analyze classroom practice, engage in research through various methods, and author and coauthor texts, all with the goal of maximizing and democratizing education for everyone involved. Implications of this discussion include suggestions for teachers, school principals, teacher educators, and researchers regarding how to support student voice such that it fosters student agency
Engaged voices, engaged beings: Exploring tensions, transgressions, and risks in using co-created, shared Google Docs to build classroom community and to co-author
No full textIntroduction: Extended Student-Faculty Partnerships: Deepening Insights, Transforming Relationships
Full text link- …
