Toward Authentic Student-Centered Practices
Voices of Alternative School Students
Bibliographic Data
| ID | 9728819 |
|---|---|
| Authors | Rachel Sophia Phillips (University of Washington, Seattle, WA, USA) |
| Year | 2013 |
| Volume | 45 |
| Issue | 6 |
| Pages | 668-699 |
| Publication date | 2013-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124511424107 |
| OpenAlex | W1983369786 |
| Language | EN |
| Citations received | 5 |
| References cited | 46 |
This investigation uncovered the conditions of learning, both positive and negative, that students in an alternative school experienced both in and out of the classroom setting. Eleven students at an alternative high school in a large suburban school district in the Pacific Northwest were interviewed using methods of narrative inquiry and iterative data collection, grounded in social cognitive theory and student voice literature. Four chief findings are discussed: (a) Learning experiences are improved when explicitly connected to the real world; (b) Positive emotions and relationships support successful learning, whereas negative ones hinder learning; (c) A certain level of student autonomy during learning seems to be tied to achieving goals; and (d) Social learning is consequential for students. The social as defined in this study is composed of two things: (a) how social influences from outside of school can have an effect on how students approach schooling and (b) the implications of understanding and taking part in relationships
Autonomy · Grounded theory · Mathematics education · Narrative · Pedagogy · Qualitative research · Social science · Sociology · Collaborative Teaching and Inclusion · Early Childhood Education and Development · Psychology · Social Psychology · Teacher Education and Leadership Studies
Los estudiantes de Educación Primaria como co-creadores del currículo
‘I learn best when I am given a challenge’
“Education Is a Cultural Weapon”
A Conceptual Framework for Authentic Writing Assignments
Low-achieving adolescent students' perspectives on their interactions with classmates. An exploratory study to inform the implementation of a social emotional learning program in prevocational education
Savage inequalities
Handbook of qualitative research
Mathematics in the streets and in schools
Students as Radical Agents of Change
The Significance of Students
Contextual prerequisites for understanding
Putting Students at the Centre in Education Reform
Reasons for Studying
Building Process Theory with Narrative
Effective Teachers of Eskimo and Indian Students
Performance-approach goals
Self-Efficacy
Experience and Education
The Discovery of Grounded Theory
Writing Ethnographic Fieldnotes
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Turning points in the lives of young inner-city men forgoing destructive criminal behaviors
Adolescents' Perceptions of Middle School
Motivating Learning, Performance, and Persistence
Perspectives on Learning, Thinking, and Activity
Experience and Education
Self-efficacy mechanism in human agency
Autonomy in children's learning
Sound, Presence, and Power
Social Cognitive Theory
Stories of Experience and Narrative Inquiry
The Silenced Dialogue
Challenges in understanding the learner's perspective
In search of students' voices
A School Is a Lousy Place To Learn Anything in
The Probable Syndrome in Terms of Educational Experiences Which Precipitates Dropouts, Delinquency, and Eventual Incarceration
Voices we want to hear and voices we don't
| Unique citing works | 5 |
|---|---|
| Citations per year | 0.83 |
| Citation span | 2020 - 2025 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 5 |