Work

The pedagogical foundations of student voice practices: The role of relationships, differentiation, and choice in supporting student voice practices in high school classrooms

Year: 2024

Type: article

Abstract: Although teachers and administrators increasingly support the idea of student voice, questions remain about what "student voice" looks like in practice. This mixed methods study in two urban U.S. high schools explores what student voice practices in the classroom entail and how these practices relate to other pedagogical strategies. Findings reveal that student-teacher relationships, differentiated instruction, and choice serve as core building blocks for the use of student voice practices in the classroom. Findings also underscore the rarity of the student voice practices of seeking student feedback and input and engaging in collaborative decision-making with students.

Source: Teaching and Teacher Education

DOI: 10.1016/j.tate.2024.104540

Authors: Jerusha Conner, Dana L. Mitra, Samantha E. Holquist, Enrique Rosado, Caitlin Wilson, Nikki L. Wright

Institutions: Villanova University, Pennsylvania State University, Child Trends, University of Memphis

Language: English

Topic: Higher Education Practises and Engagement

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $2,770