How Listening to Students Can Help Schools to Improve

Datos Bibliográficos

ID4255285
AutoresPedro Noguera (0000-0003-1061-0008, New York University, autor de correspondencia), Pedro A Noguera
Año2007
Volumen46
Número3
Páginas205-211
Fecha de publicación2007-07-18
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaTheory Into Practice (JOURNAL)
Identificadores de la revistaISSN: 0040-5841 • E-ISSN: 1527-2532
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/14241270701402165
OpenAlexW1972008329
IdiomaEN
Citas recibidas14
Referencias citadas4

In this article, findings from a study of 150 10th-grade students attending 10 Boston public high schools are presented. Data obtained from surveys and interviews with the students in the study are used to illuminate how student perspectives on their school experiences can be used to strengthen reform efforts. Themes such as teacher-student relationships, the impact of high stakes testing, concerns about discipline and safety, and student goals and motivation are explored. Implications for how such a research strategy can be used to assist efforts to improve urban high school are proffered to policy makers and school district leaders

Active listening · Mathematics education · Medical education · Pedagogy · School district · Diverse Educational Innovations Studies · Legal Issues in Education · Medicine · Psychology · Teacher Education and Leadership Studies