Student voice as part of differentiated instruction
Students’ perspectives
Bibliographic Data
| ID | 21314117 |
|---|---|
| Authors | Gemma Scarparolo (0000-0003-0423-4421, The University of Western Australia, corresponding author), Sally MacKinnon (The University of Western Australia) |
| Year | 2024 |
| Volume | 76 |
| Issue | 4 |
| Pages | 774-791 |
| Publication date | 2024-06-06 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Review (JOURNAL) |
| Journal identifiers | ISSN: 0013-1911 • E-ISSN: 1465-3397 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00131911.2022.2047617 |
| OpenAlex | W4220691901 |
| Language | EN |
| Citations received | 9 |
| References cited | 44 |
Inclusive teaching places importance on teachers providing opportunities for students to have some input in their learning, and this is often referred to in the literature as student voice; with Article 12 of the Convention on the Rights of the Child typically used to justify this practice. However, student voice is defined and implemented differently by teachers and researchers. This paper seeks to position student voice within the inclusive teaching approach of differentiated instruction. This qualitative study features the voices and perspectives of Australian primary school students (aged between 11 and 12 years) on student voice and their teachers' responsiveness to this consultation for one unit of work. Data collection included an end of unit survey and focus group interviews. Two themes were identified through thematic analysis: student choice and engagement. Overall, the students in this study expressed that they want more voice and choice in their learning in the future. With increasing expectations on teachers to differentiate instruction in response to the diverse needs of students, teachers may consider adopting voice-inclusive practice to inform planning and adopt more participatory pedagogy
Citizen journalism · Focus group · Mathematics education · Pedagogy · Qualitative research · Sociology · Student engagement · Thematic analysis · Unit (ring theory) · Children's Rights and Participation · Collaborative Teaching and Inclusion · Computer Science · Family and Disability Support Research · Psychology
The pedagogical foundations of student voice practices
A latent class analysis on students' beliefs about teachers' practices enhancing their well-being
Primary teachers' information source use and the student role in adaptive teaching and differentiation
Examining the Australian educational landscape of differentiation through document analysis
Law in British educational research
What's so special about special education? Voicing special education students' perspectives in smaller classes in upper secondary school
Microcosm of Multilingualism
Look at solutions
How Do 9–10‐Year‐Olds Conceptualise, Engage in, and Navigate Banter Within Primary Education? A Figurational Analysis
Students as Radical Agents of Change
Student voice and the perils of popularity
Preparing teachers for inclusive education
Capturing the complexity of differentiated instruction
Thematic analysis
Thematic analysis.
Conceptualising student participation in school decision making
Breaking the silence
Pupil Participation and Pupil Perspective
Motivating Boys to Read
The missing voices
Teacher perceived difficulty in implementing differentiated instructional strategies in primary school
Voice-Inclusive Practice (vip)
What do students think when teachers make adaptations
Student teachers’ practice and experience with differentiated instruction for students with higher learning potential
Using pupil perspective in the primary classroom
Pupil voice
Transformative approaches to student voice
Voice’ is not enough
Student voice across contexts
In defence of tokenism? Implementing children's right to participate in collective decision-making
| Unique citing works | 9 |
|---|---|
| Citations per year | 4.5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |