With or without you? Exploring student perception survey assessment data as a teacher-student (un)shared process
Datos Bibliográficos
| ID | 21688652 |
|---|---|
| Autores | Ilana Finefter-Rosenbluh (0000-0001-9107-7262, Monash University, autor de correspondencia), Amanda Berry (0000-0002-9902-7582, RMIT University) |
| Año | 2024 |
| Volumen | 30 |
| Número | 3 |
| Páginas | 227-240 |
| Fecha de publicación | 2024-04-02 |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Teachers and Teaching (JOURNAL) |
| Identificadores de la revista | ISSN: 1354-0602 • E-ISSN: 1470-1278 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13540602.2023.2236955 |
| OpenAlex | W4386329932 |
| Idioma | EN |
| Citas recibidas | 3 |
| Referencias citadas | 32 |
Student voice initiatives such as Student Perception Surveys (SPS) are increasingly promoted by education authorities to assess teaching for learning improvement. Nevertheless, considerable ambiguity surrounds teacher and student consultation and involvement during the implementation of and response to SPS, suggesting students’ scepticism in the power of their voice and teachers’ struggle to act upon this important assessment data. Utilising Fielding’s Students as Researchers framework —complemented with Dewey’s Problem-Solving method —this study explores Australian secondary teachers’ experiences of researching SPS with their students, as co-researchers, in their efforts to act on such surveys. Teachers’ interviews and their SPS-based Participatory Action Research (PAR) projects reveal two key findings regarding the teacher-student consultation and involvement in the survey unpacking process. Firstly, the teachers promoted students as SPS discussants and co-researchers but avoided them as researchers (initiators); advancing democratic participation for educational development yet employing an active conscious strategy to protect themselves and/or their students in the SPS research process. Secondly, findings portray assessment puzzles of practice, demonstrating how despite declaring ‘survey fatigue,’ the teachers administered additional surveys as a heuristic SPS problem solving approach. Implications include guidance for education authorities regarding improvement of teacher learning through the dissemination of student voice assessment data-based research
Action research · Ambiguity · Mathematics education · Medical education · Participatory action research · Pedagogy · Perception · Sociology · Unpacking · Children's Rights and Participation · Collaborative Teaching and Inclusion · Computer Science · Medicine · Psychology · Teacher Education and Leadership Studies
How we think.
Student voice
Students as Radical Agents of Change
Can Principals Identify Effective Teachers? Evidence on Subjective Performance Evaluation in Education
Student voice in secondary schools
Teacher voice and ownership of curriculum change
Educators’ experiences with student voice
Source, respondent, or partner? Involvement of secondary school students in participatory action research
‘Try walking in my shoes’
The impact of student perception surveys on teachers’ practice
Behind the scenes of reflective practice in professional development
Governing teacher learning
Is Responsiveness to Student Voice Related to Academic Outcomes? Strengthening the Rationale for Student Voice in School Reform
Between student voice-based assessment and teacher-student relationships
Revisiting The Widget Effect
How Teacher Evaluation Methods Matter for Accountability
Introduction to action research
Acting Upon Student Voice-Based Teaching Assessment Initiatives
Conceptualising conflicts between student participation and other rights and interests
The Methodology of Students-as-Researchers
Children's analysis processes when analysing qualitative research data
| Citas por año | 1 |
|---|---|
| Intervalo de citas | 2023 - 2025 (3) |
| Altamente citado | No |