Teacher action research and student voice
Making sense of learning in secondary school
Bibliographic Data
| ID | 6134313 |
|---|---|
| Authors | Ruth Kane (University of Ottawa, corresponding author), Ruth G Kane (University of Ottawa), Chris Chimwayange (0000-0002-6791-3395, Freyberg High School, New Zealand) |
| Year | 2013 |
| Volume | 12 |
| Issue | 1 |
| Pages | 52-77 |
| Publication date | 2013-12-16 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Action Research (JOURNAL) |
| Journal identifiers | ISSN: 1476-7503 • E-ISSN: 1741-2617 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1476750313515282 |
| OpenAlex | W2172292526 |
| Language | EN |
| Citations received | 12 |
| References cited | 38 |
The Making Sense of Learning project began with the premise that for teachers to understand the ways in which their practice influences student learning, they need to invite and listen to students’ accounts of their learning experiences. Initiated by classroom teachers, supported by a university researcher, and informed by student voice, this teacher action research involved the empirical-reflective (self-) study by teachers of their practice as interpreted and critiqued by their students and themselves. This article explores how researchers challenge teachers to move beyond taken for granted conceptions of teaching, learning, and roles of students, to engage in learning-centered dialog with their students and through this, transform classroom practice. Supported by the researchers, teachers and students gain a sense of empowerment as they deepen their relationships and negotiate new roles as partners and coresearchers making sense of learning in their classrooms. Teachers and students come to situated understandings of the complexity of teaching and learning that reveal transformative and emancipatory outcomes
Action (physics · Action research · Dialog box · Empowerment · Epistemology · Experiential learning · Mathematics education · Negotiation · Pedagogy · Premise · Reflective Practice · Situated · Sociology · Transformative learning · Children's Rights and Participation · Early Childhood Education and Development · Higher Education Practises and Engagement · Psychology
Teacher identity development through action research
Source, respondent, or partner? Involvement of secondary school students in participatory action research
Student voice in pedagogical decision-making
The possibilities and problematics of student voice for teacher professional learning
Student voice and teacher voice in educational research
Reflections on Doing a Participatory Action Research
Growing Our Own Timber! Lived Experiences of Five School Principals in Using a Systems Thinking Approach for School Development
An exploration of the relationship between school poverty rates and students’ perceptions of empowerment
Teacher educators’ views on educating pre-service teachers for participatory action research in secondary schools
Feeling voice
Student action research
Acting Upon Student Voice-Based Teaching Assessment Initiatives
Consulting Pupils
Students as Radical Agents of Change
Student voice and the perils of popularity
From hearing voices to engaging in dialogue
Theorizing student voice
Action Research
Coming to Terms with ‘Voice’
Becoming Critical
Pupil Participation and Pupil Perspective
Transformative approaches to student voice
From ‘consulting pupils’ to ‘pupils as researchers’
Action Research and Minority Problems
Authorizing Students’ Perspectives
Between a rock and a (very) hard place
Participatory teacher development at schools
Action research as a sustainable endeavor for teachers
Developing a pedagogy of opportunity for students and their teachers
What is good action research
Sound, Presence, and Power
The Silenced Dialogue
I Am Not Afraid to Listen
Seeing Voices and Hearing Pictures
The View of the Child
| Unique citing works | 12 |
|---|---|
| Citations per year | 1,09 |
| Citation span | 2015 - 2024 (10) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 12 |