Student influence in school-age educare. A scientific essay on student influence, student participation and a democratic approach in school-age educare. This scientific essay explores how teachers relate to student influence, student participation and democratic praxis in compulsory primary school and school-age educare. The main focus being the relationship between student influence and the professional role of the school-age educare teacher in Primary school. The aim was to gain an understanding of whether student influence and student democracy affect students' wellbeing, and if so, how? Could practical knowledge and well working social relations increase student influence? We describe two different events based on our own experiences. The first one tells how a teacher in school-age educare only listens to contributions from one student, the second recounts several school-age educare teachers’ attitudes towards students’ various proposals at a student council. We have also carried out participatory observations. The curriculum for the school-age educare clearly states that democratic values and students’ influence through participation should govern the activities. We feel there is a certain contradiction between theory and practice, in that the school-age educare teacher truly believes he or she has a democratic approach when in reality, it is a sham democracy. Thus, we have chosen to write about student influence to highlight the importance of including this in the activities and how school-age educare teachers can affirm the students' initiatives and interests. We firmly believe in true democracy and everyone’s equal value and with that the possibility for each student to influence the content of the school-age educare schedule. Through reflections, studies of different theories, observations and our own experiences we have come to the conclusion that student influence makes students heard, seen and taken seriously. In addition, it also generates a stronger student self-esteem and increased well-being. Furthermore, if school-age educare teachers encourage student influence, the students dare to, and want to, express their thoughts. In our opinion, school-age educare teachers have an obligation to create a non-judgemental environment where all this is possible. In all, students who experience true democracy and student influence will most likely feel more involved in the context. / Sammanfattning Vår vetenskapliga essä handlar om hur fritidslärare förhåller sig till elevinflytande, delaktighet och demokrati. Vi har tagit fasta på begreppet elevinflytande i förhållande till vår yrkesroll som fritidslärare. Genom denna essä vill vi undersöka och få förståelse om elevinflytande och demokrati påverkar elevernas välbefinnande och i så fall hur? Kan praktisk klokhet och goda relationer öka elevinflytandet? Vi kommer i essän att använda oss av självupplevda händelser och gestalta två olika berättelser. Den ena berättelsen handlar om att fritidsläraren låter endast en elev ha inflytande. Den andra handlar om fritidslärarnas inställning till elevernas olika förslag på ett fritidsråd. I fritidslärarnas styrdokument deklareras tydligt att demokrati, delaktighet och elevinflytande ska styra verksamheten. Vi uppfattar att det finns en viss motsättning mellan teori och praktik, att fritidsläraren “tror” att förhållningssättet är demokratiskt men i realiteten är det skendemokrati. Vi har även genomfört deltagande observationer. Vi har valt att skriva om elevinflytande för att synliggöra vikten av att inkludera inflytande och demokrati i verksamheten och hur fritidslärare kan bejaka elevernas initiativ och intresse. Vi brinner för demokrati och allas lika värde och anser att varje elev ska få möjlighet att påverka innehållet i fritidsverksamheten. Reflektioner, tankar och insikter kring olika teorier, observationer och våra egna erfarenheter har fått oss förstå att genom att utöva elevinflytande blir eleven sedd, hörd och tagen på allvar. Det genererar i en starkare självkänsla och ett ökat välbefinnande. En slutsats som vi har kommit fram till är att om fritidsläraren bejakar elevinflytande, vågar, vill och stärks eleven i att kunna uttrycka sina åsikter. Vi anser att det är fritidslärarens skyldighet att skapa en sådan sfär för eleverna i fritidsverksamheten. Genom att eleverna bemöts med ett förhållningssätt som främjar elevinflytande, delaktighet och demokrati leder det till att eleverna med största sannolikhet kan uppleva känsla av sammanhang i verksamheten.

The purpose of this dissertation research was to explore how engagement in action research influenced high school science teachers’ beliefs and classroom practices related to student voice and participation. This included exploring any affordances or obstacles they experienced with attempting to increase student voice and participation in their classrooms. I facilitated individual action research projects with the teachers, and they were able to discuss individual action research plans and share ideas with colleagues. Four high school science teachers began this research. While all four teachers were selected as cases, only two of the teachers designed and followed through with their action research plans. The teachers were provided with a hierarchy of student participation and examples of each of the four levels of the hierarchy in order to guide and design their action research. Collected data included transcripts from the action research group meetings, classroom observations, teacher journals, and interviews with teachers. A combination of direct interpretation and thematic coding was used to analyze the data. Direct interpretation involved writing narratives based on what I saw and interpreting events as I experienced them. The teachers either maintained their positive beliefs or formed new beliefs related to the inclusion of student voice. In addition, both teachers successfully used action research as a way to overcome obstacles and increase student voice and participation in their classrooms. This study has implications for teachers who want to use action research to better understand their teaching related to student voice, administrators and teacher educators who want to provide PD opportunities and support to meet individual teacher needs, and researchers who are interested in studying student voice.

This study investigated teacher questioning practices and rationales in released-time seminary classes for The Church of Jesus Christ of Latter-day Saints (the Church of Jesus Christ or the Church). Seminary teachers focus their questions on helping students learn course principles, value those principles, and apply them to their lives by discussing potential actions that can be taken by students outside of class. The purpose of this study was to observe and interview teachers relative to their questions and questioning practices in class and the reasoning and rational they explain underlying those practices. The resultant findings indicate the specific questioning principles and practices participants used to target cognitive, affective, and social/behavioral outcomes. Further, the analysis of the data yielded a descriptive model of multidimensional questioning that both describes and depicts teacher questioning in seminary and informs future instructional practice, training, and research of teacher questioning

The aim of my thesis is to study the role of teachers in schools where they help students achieve the objectives of the Swedish curriculum. The aim is also to see if there is a difference in how the school uses students’ experiences, knowledge and desires when planning their lessons, depending on whether they are working in a multicultural school or ethnically Swedish school. Part of the work also discusses the teachers and students experiences around the concept of multiculturalism. The method I have used is the qualitative interview study where I have chosen to interview two experienced teachers and twelve students. One teacher and six students in a multicultural school and then another teacher and six other students of an ethnically Swedish school. I have used various texts in literature, dissertations, articles and other research reviews to discuss the results. The results show that knowledge about the concept of multiculturalism in students in fifth grade is very low, however teachers are more familiar with the term and concept. It shows very clearly that teachers follow the curriculum to help students achieve the desired grades. Students at both schools are well aware off the syllabus available for each topic and why the students’ experiences and wishes cannot always be met during selection of teaching methods. However teachers put an effort into having the students’ experiences and wishes in mind when planning for the lessons.

No description available.

No / The central concern of this article is to advocate an inclusive and pluralistic notion of a public sphere similar to those advocated by feminist writers such as Iris Marion Young and Nancy Fraser. These ideas complement the plethora of initiatives from statutory and voluntary agencies to take on board the participation and voices of children and young people. This reflects a movement away from simplistic top¿down governance through the State towards a co-production of governance through partnerships and community involvement. However, children's participation in this public sphere is constrained through the inhibition of children's voices. These inhibitions, it is argued, pervade the private and intermediary as well as public spheres of children's lives. Thus it is unrealistic to expect children to adjust to an undifferentiated and often hostile public arena.

The long-term effects of participation in high school sports were the focus of this study. Ten top-level managers in Fortune 500 companies were asked about participation in high school sports and the enduring effects of that participation. Five men (one black) and five women (one Asian) participated in the study. Interviewing, observing offices, and reviewing high school yearbooks were the methods of data collection. The data were analyzed using the constant-comparative method of Maykut and Morehouse (1994). Based on the literature and the development of a sports participation theory, data were collected on the organizational and personal variables affecting participation in high school sports, and the sports participation variables affecting later life. Long-term effects of sports participation in high school were identified in 13 areas: (1) being competitive, (2) being goal oriented, (3) being physically active, (4) making friends, (5) developing leadership skills, (6) enhancing self-esteem, (7) displaying sports paraphernalia, (8) practicing sports philosophy, (9) working as a team, (10) acquiring skills not taught in a classroom, (11) managing time, (12) volunteering, and (13) working with diverse groups. These findings may be helpful to school administrators and policy makers as they evaluate the benefits and liabilities of their sports programs. / Ph. D.

published_or_final_version / Education / Master / Master of Education

近年，西方社會對學生聲音的研究如雨後春筍。學者們努力研究如何在課程研究範疇中發掘這些長期被忽略，但又極具價值的部份──學生的聲音。本研究就是嘗試以中學課程中較少權力牽引的部份──課外活動作為切入點，探索學生以自己的聲音建構自己的課程，他們在態度上──對人(包括自己、老師和同學)、對活動及對學校的變化。 / 研究者在自身任教的中學，透過學生聲音得知學生最有興趣的課外活動是玩遊戲機，於是研究者向校方申請成立「電玩學會」，並召集了13位同學成立幹事會。本研究就是記錄了幹事會中8位活躍分子在這大半學年間，由他們的聲音組織多次的活動，然後由研究者透過半結構性訪談，利用內隱式的態度量度方法探討這些同學在各個向度的態度變化。此外，本研究也提出以學生聲音建構活動時所需要注意的重點。 / 研究發現以學生聲音建構的電玩學會活動，會令籌辦活動學生的投入程度增加，部份學生更在活動中進入了「暢態」。此外，籌辦活動亦令部份學生對自己的態度產生了變化，尤其對自己的能力感有所增加。不過，如果在他們自己建構的活動過程中受到挫折，卻會令學生產生更負面的影響，甚至會萌生放棄的念頭，而這正是作為導師需要介入並協助他們的時候。另一方面，當幹事會中每一位學生都有著自己的聲音，他們彼此互動造成的衝擊，會令學生對其他同學的態度產生兩極化的影響，可能變得更喜歡，也可能變得更不喜歡，這一點甚少在其他研究提及。研究亦發現學生在經歷自己籌辦的活動後，對導師及學校的態度也會有所改善，不過這些改變的幅度卻是因人而異。最後，本研究亦分析了以學生聲音建構活動時所需要注意的三個重要元素：老師、學生及課程。三者互相緊扣，而且缺一不可。如果老師自身不相信學生聲音的力量，不肯把既有的權力下放；又或是學生能力上或是心態還未準備在課程上分享/分擔設計者的角色；還是老師及學生所共同建構的課程背後有另外一些外力牽引，例如公開考試、學校期望等。這些都是令學生聲音窒息的主要原因。 / 教育是一項育人的工程。當我們經常投訴學生完成中學後就算有很好的學業成績，卻沒有創造力、怯於表達自己意見、只愛自己卻不理別人感受，我們可以試回想他們在學校多年經歷中又有沒有機會發出過自己的聲音，並且被聆聽及受尊重？所以本研究建議在規劃嚴謹的學校課程中引入學生聲音，讓老師和學生在彼此互相尊重下一起成長。不過在推行具學生聲音建構的課程時，我們還需注意以上提及的三個重要元素：老師、學生及課程，否則只會變成空有軀殼沒有神髓的行動。 / In recent years, the research on student voice has aroused many concerns in the western society. The researchers tried to dig the neglected yet valuable student voice in the curriculum inquiry aspect. This paper attempts to use extra-curricular activities as an intervention point, using student voice to construct their curriculum, and see if it would bring about changes in students’ attitude towards self, teachers, classmates, activities and school. / Through collecting student voices in school, the researcher reveals that the most popular extra-curricular activity is “Electronic games. Therefore, the researcher proposed to establish the “Electronic Games Club and recruited 13 students to form a committee. This paper has recorded how to use the student voices of the 8 active members in the committee, in organizing several functions. With semi-constructed interview, the changes in attitudes of the 8 members in different dimensions are measured through “Implicit Attitude Measurement. Besides, the key elements of using student voice in constructing activities are discussed. / This paper reveals that when students are using their voices to construct the activities, they will have a higher engagement in the activities. Some of the students even experienced “flow and some recalled an increase in self-efficacy. However, negative influence can also be resulted if the students experienced frustration in the process, and they may have thoughts of giving up. This is the point when teacher needs to intervene and provide assistance. What rarely mentioned in other researches is the bipolar influence on the attitude of the student towards teammates ─ either positive or negative when every student’s voice conflicts with each other. Different extent of positive attitude changes of students towards teachers and school are also recorded. Finally, the three indispensable key elements, namely, teacher, student, and curriculum, of constructing activities with the students’ voice are discussed. Students’ voice can be greatly undermined if teacher does not trust the power of student voice, or the students are not ready to share the role of designing the curriculum, or both the teacher and students are pulled by demands of public exams or expectation of school etc. / We are educating “people. We see students lacking creativity, too shy to express their opinions and too self-centered despite high education attainment. Let us recall if there was a chance for our students to express their voices in school? Were their voices being heard and respected? This paper proposed to introduce student voice within the tight school curriculum and promote the mutual respect and growth between teachers and students. Nevertheless, to implement the essence of student voice in the curriculum, we should always pay attention in the three key elements ─ teacher, student and curriculum. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 龔萬聲. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 244-257). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Gong Wansheng. / Chapter 1. --- 概覽 / 背景脈絡 --- p.1 / 研究目的 --- p.3 / 研究問題 --- p.4 / 研究方法 --- p.4 / 研究結果 --- p.5 / 研究意義 --- p.5 / Chapter 2. --- 文獻綜論 / Chapter 2.1 --- 學生聲音 --- p.7 / Chapter 2.1.1 --- 甚麽是學生聲音 --- p.7 / Chapter 2.1.2 --- 世界各地有關學生聲音的經驗 --- p.9 / Chapter 2.1.3 --- 發展學生聲音的關鍵議題 --- p.14 / Chapter 2.2 --- 態度及態度的量度 --- p.19 / Chapter 2.2.1 --- 甚麽是態度 --- p.19 / Chapter 2.2.2 --- 態度的量度範式的爭議 --- p.20 / Chapter 2.3 --- 學生聲音改變其態度─研究框架的建構 --- p.31 / Chapter 2.3.1 --- 學生對人在態度上的轉變 --- p.31 / Chapter 2.3.2 --- 學生對活動在態度上的轉變 --- p.34 / Chapter 2.3.3 --- 學生對學校在態度上的轉變 --- p.36 / Chapter 3. --- 研究設計 / Chapter 3.1 --- 研究問題 --- p.37 / Chapter 3.2 --- 研究方法 --- p.37 / Chapter 3.3 --- 研究框架 --- p.39 / Chapter 3.4 --- 數據收集及分析 --- p.40 / Chapter 3.4.1 --- 收集數據的方法 --- p.40 / Chapter 3.4.2 --- 訪談的結構 --- p.40 / Chapter 3.4.3 --- 訪談的策略 --- p.42 / Chapter 3.4.4 --- 分析數據 --- p.43 / Chapter 4. --- 開展的過程 / Chapter 4.1 --- 研究田野的基本資料 --- p.44 / Chapter 4.2 --- 參與研究者的基本資料 --- p.45 / Chapter 4.3 --- 研究者角色反省 --- p.47 / Chapter 4.4 --- 研究進程 --- p.49 / Chapter 5. --- 研究結果 / Chapter 5.1 --- 成立電玩學會之前 --- p.52 / Chapter 5.1.1 --- 從「學生興趣問卷調查」到成立電玩學會 --- p.52 / Chapter 5.1.2 --- 學會與幹事之間的「媒人」 --- p.54 / Chapter 5.2 --- 成立幹事會 --- p.57 / Chapter 5.2.1 --- 成立幹事會 --- p.57 / Chapter 5.2.2 --- 幹事會會議後二三事 --- p.59 / Chapter 5.2.3 --- 研究對象的形成 --- p.62 / Chapter 5.2.4 --- 校內學生的聲音 --- p.64 / Chapter 5.2.5 --- 學生產生的變化 --- p.72 / Chapter 5.3 --- 為電玩學會購買遊戲機 --- p.76 / Chapter 5.3.1 --- 由學會報名到幹事們自己開會及買遊戲機 --- p.76 / Chapter 5.3.2 --- 學生產生的變化 --- p.83 / Chapter 5.4 --- 學生籌辦的電玩週 --- p.85 / Chapter 5.4.1 --- 電玩週的籌備會議 --- p.85 / Chapter 5.4.2 --- 電玩週的第一天 --- p.87 / Chapter 5.4.3 --- 學生產生的變化 --- p.88 / Chapter 5.4.4 --- 電玩週的第二天 --- p.98 / Chapter 5.4.5 --- 學生產生的變化 --- p.99 / Chapter 5.4.6 --- 電玩週的第三天 --- p.105 / Chapter 5.4.7 --- 學生產生的變化 --- p.106 / Chapter 5.4.8 --- 電玩週的第四天 --- p.113 / Chapter 5.4.9 --- 學生產生的變化 --- p.114 / Chapter 5.4.10 --- 電玩週的第五天 --- p.120 / Chapter 5.5 --- 由為主席「補課」到下學期活動的籌備會議 --- p.123 / Chapter 5.5.1 --- 為主席「補課」 --- p.123 / Chapter 5.5.2 --- 下學期活動的籌備會議 --- p.124 / Chapter 5.5.3 --- 學生產生的變化 --- p.127 / Chapter 5.6 --- 下學期學生籌辦的電玩週 --- p.144 / Chapter 5.6.1 --- 電玩週的宣傳 --- p.144 / Chapter 5.6.2 --- 下學期電玩週活動 --- p.145 / Chapter 5.6.3 --- 學生產生的變化 --- p.147 / Chapter 6. --- 討論 / Chapter 6.1 --- 學生對自己態度的變化 --- p.162 / Chapter 6.1.1 --- 技術部鄒同學對自己態度有正向增加的例子 --- p.163 / Chapter 6.1.2 --- 副主席許同學對自己態度沒有太大變化的例子 --- p.164 / Chapter 6.1.3 --- 主席馮同學對自己產生負面態度的例子 --- p.165 / Chapter 6.2 --- 學生對同學態度的變化 --- p.170 / Chapter 6.2.1 --- 主席馮同學對同學的態度有正向增加的例子 --- p.171 / Chapter 6.2.2 --- 副主席許同學對同學產生負面態度的例子 --- p.172 / Chapter 6.3 --- 學生對老師態度的變化 --- p.176 / Chapter 6.3.1 --- 外校生卓同學的變化 --- p.176 / Chapter 6.3.2 --- 技術部幹事鄒同學及蘇同學的變化 --- p.177 / Chapter 6.3.3 --- 主席馮同學的變化 --- p.178 / Chapter 6.4 --- 學生對學校態度的變化 --- p.182 / Chapter 6.4.1 --- 副主席許同學的變化 --- p.183 / Chapter 6.4.2 --- 外校生楊同學和卓同學的變化 --- p.183 / Chapter 6.4.3 --- 主席馮同學的變化 --- p.184 / Chapter 6.5 --- 學生對活動態度的變化 --- p.188 / Chapter 6.5.1 --- 外校生楊同學和卓同學的變化 --- p.189 / Chapter 6.5.2 --- 副主席許同學的變化 --- p.192 / Chapter 6.5.3 --- 技術部的陳同學、鄒同學、蘇同學及黃同學在第一次電玩週活動的變化 --- p.194 / Chapter 6.5.4 --- 技術部的鄒同學及黃同學在第二次電玩週活動的變化 --- p.197 / Chapter 6.5.5 --- 主席馮同學在召開幹事會及購買遊戲機的變化 --- p.199 / Chapter 6.5.6 --- 主席馮同學在第一次電玩週活動的變化 --- p.201 / Chapter 6.5.7 --- 主席馮同學在第二次電玩週活動的變化 --- p.202 / Chapter 6.5.8 --- 小結 --- p.204 / Chapter 6.6 --- 學校課程嵌入學生聲音的可能性 --- p.207 / Chapter 6.6.1 --- 正式學科課程 --- p.207 / Chapter 6.6.2 --- 非正式課程 --- p.211 / Chapter 6.7 --- 老師的角色 --- p.214 / Chapter 6.7.1 --- 處理權力不平衡的問題 --- p.214 / Chapter 6.7.2 --- 處理學生聲音的包含性問題 --- p.216 / Chapter 6.7.3 --- 處理學生個別差異的問題 --- p.217 / Chapter 6.7.4 --- 老師的專業發展 --- p.219 / Chapter 6.7.5 --- 小結 --- p.220 / Chapter 7. --- 反思與建議 / Chapter 7.1 --- 研究意義 --- p.223 / Chapter 7.1.1 --- 學生聲音的探究 --- p.223 / Chapter 7.1.2 --- 量度態度的方法 --- p.224 / Chapter 7.1.3 --- 課外活動在香港的背景脈絡下的研究 --- p.225 / Chapter 7.1.4 --- 對研究者一次深層次的體驗 --- p.226 / Chapter 7.2 --- 研究局限 --- p.228 / Chapter 7.3 --- 研究的信度和效度 --- p.230 / Chapter 7.3.1 --- 研究的質素 --- p.230 / Chapter 7.3.2 --- 研究的可信性 --- p.233 / Chapter 7.4 --- 建議及結語 --- p.236 / Chapter 7.4.1 --- 課外活動的老師角色 --- p.236 / Chapter 7.4.2 --- 學生聲音在正式課程的探究 --- p.237 / Chapter 7.4.3 --- 本研究的一些改善建議 --- p.239 / Chapter 7.4.4 --- 對研究法的一些建議 --- p.241 / Chapter 7.4.5 --- 結語 --- p.242 / 參考書目 --- p.244

The study aims to investigate student participation as a tool for democratic development in secondary school from a student perspective. Furthermore, students' perceptions of the school's work with student participation in formal and informal contexts are also investigated, with basis in the teaching structure. The results are based on interviews conducted with students who all attend the same class in their last year of high school. Subsequently, an analysis is made based mainly on three different theories: democracy, curricula and sociocultural theory. The result shows that students feel that they are able to practice student participation but the amount of influence they get differs between individuals depending on devotion and commitment. Moreover, the result indicates that there is a problem regarding both formal and informal influence where communication is poor, leading to conflict in class. The result also shows that the teacher as a professional actor is a key component in the development of students' democratic competence in terms of support and guidance in teaching. / Studien syftar till att undersöka elevinflytande som ett verktyg för demokratisk utveckling i gymnasieskolan ur ett elevperspektiv. Vidare undersöks elevers uppfattningar kring skolans arbete med elevinflytande i formella och informella kontexter med grund i undervisningens struktur. Resultatet grundar sig på intervjuer genomförda med elever som samtliga går i samma klass och studerar i årskurs tre på gymnasiet. Detta med en efterföljande analys med grund i främst demokrati-, läroplans- och sociokulturell teori. Resultatet visar att eleverna upplever att de får vara med och påverka men inflytandet skiljer mellan individer beroende på delaktighet och engagemang. Vidare pekar resultatet på att det finns en problematik gällande både formellt och informellt inflytande där kommunikationen är bristande vilket leder till konflikt i klassen. Det framgår även i resultatet att läraren som professionell aktör är en viktig komponent i utvecklingen av elevers demokratiska kompetens vad gäller stöd och vägledning i undervisningen.