Despite high achievement by many Māori (indigenous people of Aotearoa New Zealand) students there is still a disparity between the achievements of Māori students and Non Māori students in the New Zealand educational context. Given that over 85% of Māori students are currently in mainstream settings rather than Māori medium settings the Government has initiated and supported teacher professional development approaches in efforts to enhance teacher effectiveness for teachers working with Māori in mainstream settings. This investigation looks specifically at the practice of four teachers who have been on the Te Kauhua/Māori in Mainstream Pilot project in a decile1 5 Intermediate school in the South Island of New Zealand. An important aspect of this investigation is that it listens to and includes the voices and opinions of eight students who are in the classes of these teachers. Early on in the Te Kauhua project teachers at the school articulated that it was the lack of engagement from their Māori students that was the problem and they wanted to look at ways in which they could maximise Māori student engagement in the classroom learning contexts. The particular aim of this investigation was to look at specific strategies and practices that teachers used to successfully maximise Māori student engagement in the classroom curriculum. The results highlighted the importance of the quality of the relationship between the teacher and the students, the positive impact of the extra effort that teachers applied to engage their students and the students’ preferences for working in small groups. Underpinning these aspects of practice was the importance that teachers placed on developing their reflective practice and the participation in small learning professional learning groups.

This study provides an account of the agendas, participation and influence of management, teachers, students and parents at a primary school in Tigray, Ethiopia. A literature review revealed gaps in the knowledge of these stakeholders’ involvement in school leadership structures in the current national policy context. A broader review of the major traditions of school research informed the design of this ethnographic case study. Fieldwork at ‘Ketema School’ took place over an eight-month period in 2014, and involved participant observation, informant-led interviews, and the collection of institutional documents. Data collection focused on the meetings of various bodies, and the activities of a single class in Grade 6 and 7. Inductive analysis of the case data was supported by Atlas.ti. The study reveals a convergence of understandings about the purposes and processes of the school consistent with the state-authorised model of schooling for national development. Structures and processes of surveillance and control incentivise and normalise compliance with government directives. These include positions of distributed leadership and mechanisms of mutual surveillance and internal accountability through which teachers and students share responsibility for supervising peers and colleagues. For example, the student leaders of the ‘one-to-five’ networks perform an academic support and behavioural control function in relation to their peers; and gim gima is a practice of public critique used for exposing misconduct. Meetings and other participative spaces enable members of the school community to share their views on conditions in school according to their interests and priorities; however, these forums are dominated by management agendas, and school-level decisions are restricted by a strong external policy context. This study extends knowledge of school leadership practices in Ethiopia and informs wider debates around community participation, accountability and school autonomy in developing countries. Recommendations are made for sharing and strengthening democratic practices and for future research.

Student voice could improve the effectiveness of sex education curricula, student input, however, is generally limited or totally absent in sex education development. This dissertation explores student content preferences in sex education curricula and how school officials can incorporate student feedback to ensure content is relevant, relatable, and reliable. Results also show that adolescents are in favor of receiving social media-delivered sex education from local health departments. To build an adolescent following and greater awareness about SNS accounts that disseminate sex education, participants suggested LHDs 1) inform intended audiences about products by building offline connections 2) use promotions to create awareness 3) emphasize price during giveaways, publicize free services and 4) use the right people to motivate others to follow accounts.

At a suburban elementary school in Maryland, 3 years of data revealed that the school is grappling with the problem of student apathy. While there is a growing body of research on apathy and its effects on student achievement, few researchers have examined the problem from the perspective of the apathetic student. The purpose of this qualitative case study, grounded in the social learning and cognitive development theories of Vygotsky and Piaget, was to explore student apathy and the learning environment at the target school through the perspectives of 8 former students and their parents. The research questions focused on understanding the experiences of these former students, all of who manifested a high degree of apathy in 5th grade, to determine possible sources of the problem and identify strategies to address it. Participant interview transcripts, field notes, and attendance, and archived discipline and report cards constituted the data. Coding and categorical aggregation were used to organize, condense, and analyze these data into themes. Member checking, triangulation, and peer review ensured trustworthiness of the interpretations. The findings revealed 3 themes: students had little choice and input in their schooling, there was a lack of curricular rigor and relevance, and inadequate support for students who struggled academically and/or behaviorally. As a result of these findings, a project was developed to provide the target school with the professional development needed to deliver relevant, engaging, and differentiated instruction and to create legitimate opportunities for student choice and input about their schooling. It is expected that these findings and the resulting project will affect social change by giving (a) the apathetic students a voice, (b) the target school a research-based plan and (c) other schools and districts a set of initiatives to address student apathy.

No description available.

Sammanfattning Studien syftar till att utifrån ett lärarperspektiv belysa elevers inflytande vid undervisning i grundsärskolan. I studien undersöks hur några lärare i grundsärskolan definierar begreppet elev­inflytande, hur lärarna beskriver att de skapar förutsättningar för elevinflytande i sin under­visning samt vilka utmaningar lärarna beskriver att de möter i sitt arbete. Studien har gjorts med en kvalitativ forskningsansats där nio lärare som undervisar i grundsärskolan har intervjuats.  Studiens teoretiska ramverk är Shiers delaktighetsmodell (Shier, 2001). Med utgångspunkt i delaktighets­modellen har fem begrepp använts för att analysera intervjuerna utifrån öppningar, möjligheter, skyldigheter, resurser och utmaningar. Samtliga lärare i studien definierar elevinflytande som att eleven ska ges möjlighet att vara en del av beslutsprocessen för att kunna påverka undervisningen. Knappt hälften av lärarna beskriver denna definition i kombination med att elevinflytande även innebär att bli lyssnad på.   En god relation mellan lärare och elev visar sig vara en framgångsfaktor för elevinflytande i studiens resultat. Förmågor som lärarna behöver besitta är viljan till lyhördhet, öppenhet samt att visa tillit till elevens förmåga. En viktig del i lärarnas beskrivning av arbetet för elev­inflytande är att varje elev blir lyssnad till, även om hen inte alltid får sin vilja igenom. Elevernas bristande kommunikativa och kognitiva färdigheter ses som en tydlig utmaning för elev­inflytande. Den individuella elevens förutsättningar till inflytande beror helt på lärarens förmåga att tolka dess intentioner. Resultatet synliggör behovet av stödstrukturer exempelvis bildstöd som en förutsättning för elevens möjligheter att kunna göra aktiva val och delta i demokratiska processer. Organisatoriska faktorer såsom skolans lokaler och personaltillgång framträder i resultatet som viktiga förutsättningar för hur lärarna kan få elevinflytande att komma till stånd. Undermåliga förutsättningar gällande dessa faktorer leder istället till utmaningar för lärarna samt begränsar elevinflytande. / Abstract The study aims to highlight, from a teacher's perspective, the influence students may have on teaching practice in compulsory school for students with intellectual disability (ID). Moreover the study examines how teachers in  compulsory school for students with ID define the concept of student influence, the teachers’ descriptions of how they create conditions for students to influence their teaching practice, and what challenges the teachers define in this area of work. The study has been accomplished through a qualitative research approach where nine teachers teaching in compulsory school for students with ID have been interviewed.  The study's theoretical framework is based on Shier's participation model (Shier, 2001). Based on the participation model, the following five concepts have been used to analyse the interviews; openings, opportunities, obligations, resources, and challenges. All teachers in the study define student influence primarily based on a description where the student must be given the opportunity to actively be part of decision-making in order to influence teaching practice. Less than half of  teachers' definitions also describe a combination of being given the opportunity to be able to influence via participation in decision-making processes, as well as a student influence that incorporates being listened to and actively being asked for their opinion. The study shows that a good relationship between teacher and student is a vital factor for successful student influence. Abilities that teachers need to possess are perceptiveness, openness, and the capacity to show confidence in the student's own ability. An important part of the teachers' description of laying the ground for positive student influence is that each student is listened to, even if they do not always get their way. Student lack of communicative and cognitive skill is described as a clear challenge for student influencing ability. Subsequently, the individual student's potential for influence depends on the teacher's ability to interpret their intentions. It becomes visible in the results how important different support structures, such as image support and/or word support, constitute a prerequisite for the student's ability to make active choices and participate in democratic processes. Organisational factors such as the school's premises and staff availability are prominent in the results as important factors for how teachers can stimulate student influence. Poor conditions regarding these factors, on the other hand, lead to challenges for teachers and limit student influence.

The purpose of the current study was to help amplify and analyze Black American elementary student voice in a post-2020 world. Discussions and writings were conducted at the students’ charter school in spaces where students voiced what it meant to be a Black American youth through both verbal and written means. The current qualitative study focused on using discussions and creative writing to help participants make sense of their identity in their school, community, and the United States. This research provided students’ counternarratives regarding stereotypes associated with being Black American students and focused on how such spaces can positively impact Black American students. The current study used a narrative inquiry via youth participatory action research with critical race theory serving as its theoretical framework. Additionally, the current study also addressed development of critical consciousness as interpreted from a nigrescence framework. When discussing the Black American experience in predominantly White spaces, an analysis of themes revealed fourth- and fifth-grade Black American student participants felt personality mattered most when defining oneself as a Black American. Participants also discussed themes related to both racial battle fatigue and an awareness of how their Blackness in predominantly White spaces had been racially profiled and policed. Participants discussed the United States’ historically violent nature toward Black Americans, wanting to be representatives of representation in predominantly White careers, a desire for equitable treatment from White adults, and an appreciation for trusted adult allies. Through it all, participants noted a desire for changes in their communities and an overall appreciation for engaging in the work with one another also came forth. Findings suggested elementary-aged Black American students wish to work in community with one another and want to share information regarding their experiences to assist educators in cultivating more welcoming spaces in their school communities and beyond.

This research focuses on middle schools where more than 90% of the students are socioeconomically disadvantaged and where mathematics scores are below the state and national average. The study was conducted to better understand how students experience various instructional strategies and perceive these classroom practices to impact their learning and self-efficacy in mathematics. A hybrid mixed methods research design, with both embedded and explanatory sequential components, was employed. Quantitative results are based on survey responses from 94 seventh grade students. Qualitative results are based on five teacher and eight student interviews. Informed by teacher interviews, the Instructional Strategies Impact Survey (ISIS) was developed by the researcher then administered in four 7th grade classes. Of the 21 instructional strategies included on the ISIS, those reported by at least 70% of students to increase mathematics self-efficacy are “defining vocabulary,” “guided practice,” and “reteach/review.” The data also shows that the instructional strategies “student presentations” and “random selection” were reported to be least helpful for increasing students’ mathematical self-efficacy. The instructional strategies with the largest variation in student mathematics self-efficacy impact ratings were “teacher scanning,” “student presentations,” “weekly quizzes,” “independent practice,” and “random selection.” The instructional strategies reported by at least 70% of students to increase their learning in math are “defining vocabulary,” “guided practice,” “teacher demo” and “reteach/review.” “Student presentations” and “random selection” were instructional strategies reported to be least helpful for increasing learning. Student responses varied most when reporting the impact that “independent practice” and “student presentations” had on their learning. Across the 21 instructional strategies, the correlation between MSE impact and math learning impact was strong and positive. Based on the survey results, strategies were selected to focus on while interviewing students. Quotes from the students are provided to help explain findings related to the impacts of these selected strategies (i.e., random selection, student presentations, weekly quizzes, encouragement, and independent practice). The quantitative and qualitative findings were jointly considered and are discussed using Bandura’s self-efficacy theory and Vygotsky’s theory of cognitive development. The results of this study suggest implications for teachers, site leaders, and district administrators. Implications regarding teacher professional development and instructional supports are discussed. Incorporation of student voice and feedback from learners is recommended for ensuring equity-focused teaching practices.

No description available.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study is part of the Research Line 1: Training, knowledge and professional development of the UFSM Postgraduate Program in Education and the project "Quality Indicators for the Brazilian Higher Education", developed by Rede Sul Brasileira de Investigadores da Educação Superior (RIES) in Observatório da Educação. The goal is to investigate what is the understanding of students on vocational training offered in UFSM and the training of its teachers. To do so, we identify how students evaluate the degree chosen and the resources available in their courses; learning activities that graduate students seeking to supplement their professional training and infer how students realize the activities of their teachers, as well as the formation of these to work in higher education. We propose a search for exploratory, descriptive and analytic approach has the support of qualitative and quantitative (BICUDO, 1997; TRIVIÑOS, 1987, GIL, 1994). Data collection was conducted with undergraduate students from a structured questionnaire comprising sixty-four questions. We propose this because we believe that research is a relevant issue as it seeks to analyze and discuss how the University fulfills its social function in terms of training, because we consider it important that discussions on education does not fall only on the training of teachers, but they consider also the understanding of students about the training offered at undergraduate level. That is, if we want to understand the practical training teachers at this level of education will meet the desires and demands of students, mainly because in recent years, Brazilian universities have undergone changes, especially about the actions leading to the evaluation and quality education and because higher education is constantly reinforced as an essential element in training professionals able to deal with a globalized and in constant transformation world. / Este estudo insere-se na Linha de Pesquisa 1: Formação, saberes e desenvolvimento profissional do Programa da Pós-Graduação em Educação da UFSM e no projeto Indicadores de Qualidade para a Educação Superior Brasileira , desenvolvido pela Rede Sul Brasileira de Investigadores da Educação Superior (RIES) no Observatório da Educação. O objetivo é investigar qual o entendimento dos discentes sobre a formação profissional oferecida na UFSM e sobre a formação de seus docentes. Para tanto, buscamos identificar como os alunos avaliam a graduação escolhida e os recursos disponíveis nos seus cursos; apreender que atividades os alunos de graduação buscam para complementar sua formação profissional e inferir como os alunos percebem a atuação de seus docentes, bem como a formação destes para atuarem no ensino superior. Propomos uma pesquisa de caráter exploratório, descritiva e analítica que tem como apoio a abordagem quali-quantitativa (BICUDO, 1997; TRIVIÑOS, 1987; GIL, 1994). A coleta de dados foi realizada junto aos alunos de graduação, a partir de questionário estruturado composto por sessenta e quatro questões. Propomos esta pesquisa por entendermos que é uma temática relevante, uma vez que busca analisar e discutir como a universidade cumpre sua função social em termos de formação, pois consideramos importante que as discussões sobre educação não recaiam somente sobre a formação do professor, mas que considerem também o entendimento dos alunos sobre a formação oferecida na graduação. Ou seja, queremos compreender se as práticas formativas docentes nesse nível de ensino vão ao encontro dos anseios e exigências dos alunos, principalmente porque, nos últimos anos, as instituições universitárias brasileiras passaram por alterações, principalmente quanto a ações que promovam a avaliação e a qualidade do ensino e pelo fato de a educação superior ser constantemente reforçada como elemento essencial na formação de profissionais aptos a lidar com um mundo globalizado e em constante transformação.