Conner Jerusha, Mitra Dana L, Holquist Samantha E, Rosado Enrique, Wilson Caitlin, Wright Nikki L
Villanova University, 800 Lancaster Ave., Villanova, PA, 19085, USA.
The Pennsylvania State University, 201 Old Main, University Park, PA, 16802, USA.
Teach Teach Educ. 2024 May;142:104540. doi: 10.1016/j.tate.2024.104540.
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.
尽管教师和管理人员越来越支持学生发声的理念，但在实践中“学生发声”究竟是什么样的，仍存在疑问。这项针对美国两所城市高中的混合方法研究，探讨了课堂中的学生发声实践包括哪些内容，以及这些实践与其他教学策略有何关联。研究结果表明，师生关系、差异化教学和选择权是在课堂中运用学生发声实践的核心要素。研究结果还强调了寻求学生反馈和意见以及与学生进行合作决策的学生发声实践非常罕见。
