How teachers’ student voice practices affect student engagement and achievement: exploring choice, receptivity, and responsiveness to student voice as moderators
Jerusha Conner, Dana L. Mitra, Samantha E. Holquist, Ashley Boat
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引用次数: 0
Abstract
Strategies that promote student voice have long been championed as effective ways to enhance student engagement and learning; however, little quantitative research has studied the relationship between student voice practices (SVPs) and student outcomes at the classroom level. Drawing on survey data with 1,751 middle and high school students from one urban district, this study examined how the SVP of seeking students’ input and feedback related to their academic engagement, agency, attendance, and grades. Findings revealed strong associations between this SVP and student engagement. Additionally, results showed that having just one teacher who uses the SVP is associated with significantly greater agency, better math grades, higher grade point averages, and lower absent rates than having no teachers who do so. In models testing interaction effects with choice, responsiveness, and receptivity to student voice, teachers’ receptivity was strongly associated with all outcomes. Few interaction effects were found. This study contributes compelling evidence of the impact of classroom SVPs and teacher receptivity to student voice on desired student outcomes.
期刊介绍：
The Journal of Educational Change is an international, professionally refereed, state-of-the-art scholarly journal, reflecting the most important ideas and evidence of educational change. The journal brings together some of the most influential thinkers and writers as well as emerging scholars on educational change. It deals with issues like educational innovation, reform and restructuring, school improvement and effectiveness, culture-building, inspection, school-review, and change management. It examines why some people resist change and what their resistance means. It looks at how men and women, older teachers and younger teachers, students, parents and others experience change differently. It looks at the positive aspects of change but does not hesitate to raise uncomfortable questions about many aspects of educational change either. It looks critically and controversially at the social, economic, cultural and political forces that are driving educational change. The Journal of Educational Change welcomes and supports contributions from a range of disciplines, including history, psychology, political science, sociology, anthropology, philosophy and administrative and organizational theory, and from a broad spectrum of methodologies including quantitative and qualitative approaches, documentary study, action research and conceptual development. School leaders, system administrators, teacher leaders, consultants, facilitators, educational researchers, staff developers and change agents of all kinds will find this journal an indispensable resource for guiding them to both classic and cutting-edge understandings of educational change. No other journal provides such comprehensive coverage of the field of educational change.
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