1,720,966 research outputs found
Processes of change in student-teacher partnerships: a review of literature
No full textNumerous national curricula emphasize the importance of citizenship competences, some of which are best achieved through student participation. Engaging in partnerships between students and teachers, as a form of student participation, holds the potential to foster sustainable change in both school practices and student outcomes. It is assumed that such change is spurred by constructive disruptions. To gain a comprehensive understanding of the change processes inherent in student-teacher partnerships, a systematic literature review is conducted. Findings from 24 qualitative empirical studies report on interventions where students and teaching staff collaboratively engage in research and development activities at school. The results indicate that both students and teachers perceive partnering as a challenging process that catalyzes change in three areas: encouraging voice (towards mutual relationships), challenging power (towards more equitable roles), and promoting agency (towards responsible action). In navigating these intertwined domains, partnering provokes disruption, leading to reflective processes among participants and ultimately reshaping educational practices. Furthermore, several conditions are identified to optimize the transformative potential of student-teacher partnerships
Buiten de lijnen? Een cartografische blik op de thuisleerogevingen van Brusselse leerlingen.
No full textOff the Map? A Cartographic Glimpse into Urban Students’ Home Learning Environments
No full textThis single case study explores the physical Home Learning Environments
(HLEs) of 10 vocational students in a Brussels school with a highly diverse
socioeconomic and cultural population. Data were collected through mental
maps, that is, cognitive representations drawn by the participants, and a group
discussion on home learning. Using the Social Theory of Space to analyze the
data, three key domains, that is, resources, workspace, and indoor climate,
were identified as areas where students lack optimal conditions, potentially
hindering their academic performance. To address the educational divide,
the study highlights the importance of educators focusing on the quality of
HLEs, by gaining a deeper understanding of students’ home contexts, fostering
resilience, collaborating with parents on expectations, and partnering with local
organizations to provide well-equipped collective learning spaces
Ver-beeld-ing: Een praktijkgids voor arts-based leren in de klas
No full textDeze praktijkgids maakt arts-based learning toegankelijk voor onderwijsprofessionals. Arts-based learning is een onderwijsaanpak waarbij leerlingen via uiteenlopende kunstvormen actief en verdiepend leren. De gids helpt leraren om deze aanpak op een onderbouwde manier in de praktijk te brengen, via drie onderdelen:
infofiches met wetenschappelijke inzichten over arts-based learning,
stappenplannen voor het gebruik van drie arts-based methoden: photovoice, digital storytelling en future headlines, en
dialoog- en bingokaarten die onderwijsprofessionals ondersteunen bij het evalueren en verbeteren van arts-based learning op hun school.Dit project is gerealiseerd met de steun van Leerpunt en de Vlaamse Overheid.https://www.uhasselt.be/nl/faculteiten/school-voor-educatieve-studies/ver-beeld-ing-aan-ze
Buiten de lijnen? Een cartografische blik op de thuisleerogevingen van Brusselse leerlingen.
No full textTeam Role Dynamics in Collaborative Research Teams: A Key to Participatory School Development
No full textIn recent decades, schools have faced increasing pressure to meet external expectations for quality and outcomes, requiring school teams, especially when dealing with a (super)diverse student populations, to provide efficient and context-specific responses. Collaborative research emerges as an attractive approach, wherein teams systematically reflect on their educational practices and (should) take data-and evidence-informed action to enhance students' learning. Involving additional stakeholders, such as students and in-service teachers, is considered beneficial, also in preparing pre-service teachers for inclusive education albeit under certain conditions. The current study, therefore, seeks to investigate the complex dynamics and expectations among diverse actors within collaborative research teams engaged in school development processes. This single case study unfolded at the Brussels CityScope Lyceum, where a collaborative research intervention was launched during the 2022-2023 school year to strengthen the student-teacher relationships through the implementation of bimonthly student talks. This school development process involved a diverse team, including teachers, students, pre-service teachers, a school leader and a teacher educator. Individual concept map-mediated interviews, based on Mumford et al.'s (2008) theoretical framework on team roles for school development, were conducted with 13 members of the collaborative research team. These interviews explored participants' perceptions of role allocation and conceptualization within the team, as well as their views on how these roles contributed to breakthroughs in the school development process. The resulting dataset was subjected to a combined deductive and inductive analysis strategy. The results unveil a landscape of both overlapping and diverging perspectives regarding role allocation and conceptualization among the actors of the collaborative research team. Moreover, the analysis delineates four distinct categories of breakthroughs that propelled the school development process forward in this particular case, with the following roles proving crucial: (1) cooperators and communicators foster connected communication and interaction, (2) contributors and critics enhance the enriching diversity of perspectives, (3) the consul role contributes to supportive leadership, and (4) creators and contractors guide processes of co-creation. The findings suggest that although all team roles are fulfilled, actors' expectations towards each other are only partially met, indicating potential for growth in creating truly participatory, reciprocal spaces for collaborative research. Despite these divergences, roles critical to the transformative potential of the school development process are assumed by multiple actors, possibly contributing to the success of the collaborative research in this case. Points of Interest • Collaborative research serves as an approach for school development at CityScope Lyceum in Brussels, focusing on improving student-teacher relationships by setting up periodic student talks. • Apart from teachers, pre-service teachers and a teacher educator, students are active participants in this collaborative research. • Within the collaborative research team, various actors assume distinct roles that complement each other, including those roles that prove crucial to the transformative potential of the school development process. • Yet, there is notable divergence among the actors in their allocation and conceptualization of team roles, suggesting the need to improve alignment in this regard, as well as transparent and intentional role assignment in settings of collaborative research for school development.The author(s) received no financial support for the research, authorship, and/or publication of this articl
Team Roles in Collaborative Research
No full textThe Research School?! network engages teachers, student-teachers, and teacher educators in a systematic effort to address educational challenges through collaborative research. Over the course of a school year, teams analyze practical issues, implement evidence-informed solutions, and evaluate their outcomes. In this symposium, we present from both a practice (part 1) and research perspective (part 2) how the Brussels CityScope Lyceum involves pupils and other stakeholders as partners in this school development process.
The CityScope Lyceum's real-life story showcases how the school since 2021 has progressively expanded its research team to include a broader range of stakeholders, starting with pupils, followed by parents and experts. This participatory approach has not only led to new and interesting team dynamics, but, it has also fostered widely supported solutions to the educational challenges.
A single case study conducted at CityScope Lyceum during the 2022-2023 school year investigates team dynamics within this extended collaborative research team. Concept map-mediated interviews were conducted with 13 members of the research team to gain insight into the role allocation and conceptualization of single actors within the team, and their perspectives on how these roles contributed to breakthroughs in the school development process. The findings reveal discrepancies in team members' role conceptions and highlight the need for clear communication to promote equality and positive dynamics. Some actors assign themselves roles that are not recognized by others, while others reject assigned roles. Recommendations include proactively aligning roles, promoting awareness of responsibilities and encouraging dialogue on shared responsibility to improve school development outcomes
Team Roles in Collaborative Research
No full textThe Research School?! network engages teachers, student-teachers, and teacher educators in a systematic effort to address educational challenges through collaborative research. Over the course of a school year, teams analyze practical issues, implement evidence-informed solutions, and evaluate their outcomes. In this symposium, we present from both a practice (part 1) and research perspective (part 2) how the Brussels CityScope Lyceum involves pupils and other stakeholders as partners in this school development process.
The CityScope Lyceum's real-life story showcases how the school since 2021 has progressively expanded its research team to include a broader range of stakeholders, starting with pupils, followed by parents and experts. This participatory approach has not only led to new and interesting team dynamics, but, it has also fostered widely supported solutions to the educational challenges.
A single case study conducted at CityScope Lyceum during the 2022-2023 school year investigates team dynamics within this extended collaborative research team. Concept map-mediated interviews were conducted with 13 members of the research team to gain insight into the role allocation and conceptualization of single actors within the team, and their perspectives on how these roles contributed to breakthroughs in the school development process. The findings reveal discrepancies in team members' role conceptions and highlight the need for clear communication to promote equality and positive dynamics. Some actors assign themselves roles that are not recognized by others, while others reject assigned roles. Recommendations include proactively aligning roles, promoting awareness of responsibilities and encouraging dialogue on shared responsibility to improve school development outcomes
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