How teachers’ student voice practices affect student engagement and achievement: exploring choice, receptivity, and responsiveness to student voice as moderators

IF 2.5 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Educational Change Pub Date : 2024-07-22 DOI:10.1007/s10833-024-09513-0

Jerusha Conner, Dana L. Mitra, Samantha E. Holquist, Ashley Boat

{"title":"How teachers’ student voice practices affect student engagement and achievement: exploring choice, receptivity, and responsiveness to student voice as moderators","authors":"Jerusha Conner, Dana L. Mitra, Samantha E. Holquist, Ashley Boat","doi":"10.1007/s10833-024-09513-0","DOIUrl":null,"url":null,"abstract":"<p>Strategies that promote student voice have long been championed as effective ways to enhance student engagement and learning; however, little quantitative research has studied the relationship between student voice practices (SVPs) and student outcomes at the classroom level. Drawing on survey data with 1,751 middle and high school students from one urban district, this study examined how the SVP of seeking students’ input and feedback related to their academic engagement, agency, attendance, and grades. Findings revealed strong associations between this SVP and student engagement. Additionally, results showed that having just one teacher who uses the SVP is associated with significantly greater agency, better math grades, higher grade point averages, and lower absent rates than having no teachers who do so. In models testing interaction effects with choice, responsiveness, and receptivity to student voice, teachers’ receptivity was strongly associated with all outcomes. Few interaction effects were found. This study contributes compelling evidence of the impact of classroom SVPs and teacher receptivity to student voice on desired student outcomes.</p>","PeriodicalId":47376,"journal":{"name":"Journal of Educational Change","volume":null,"pages":null},"PeriodicalIF":2.5000,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Educational Change","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10833-024-09513-0","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Strategies that promote student voice have long been championed as effective ways to enhance student engagement and learning; however, little quantitative research has studied the relationship between student voice practices (SVPs) and student outcomes at the classroom level. Drawing on survey data with 1,751 middle and high school students from one urban district, this study examined how the SVP of seeking students’ input and feedback related to their academic engagement, agency, attendance, and grades. Findings revealed strong associations between this SVP and student engagement. Additionally, results showed that having just one teacher who uses the SVP is associated with significantly greater agency, better math grades, higher grade point averages, and lower absent rates than having no teachers who do so. In models testing interaction effects with choice, responsiveness, and receptivity to student voice, teachers’ receptivity was strongly associated with all outcomes. Few interaction effects were found. This study contributes compelling evidence of the impact of classroom SVPs and teacher receptivity to student voice on desired student outcomes.

Abstract Image

查看原文本刊更多论文

教师的学生发言权实践如何影响学生的参与和成绩：探索作为调节因素的学生发言权的选择、接受度和响应度

长期以来，促进学生发言权的策略一直被认为是提高学生参与度和学习效果的有效途径；然而，很少有定量研究对学生发言权实践（SVPs）与学生课堂学习效果之间的关系进行研究。本研究利用一个城市学区 1751 名初高中学生的调查数据，考察了征求学生意见和反馈的 SVP 与学生的学业参与度、能动性、出勤率和成绩之间的关系。研究结果表明，这一 SVP 与学生参与度之间存在密切联系。此外，研究结果表明，与没有教师采用 SVP 的情况相比，只有一名教师采用 SVP 的情况下，学生的参与度、数学成绩、平均学分绩点和缺勤率都会显著提高。在测试与选择、响应和接受学生声音的交互效应的模型中，教师的接受程度与所有结果都密切相关。很少发现交互效应。这项研究提供了令人信服的证据，证明了课堂 SVP 和教师对学生声音的接受程度对学生预期结果的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Educational Change EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.80

自引率

7.10%

发文量

期刊介绍： The Journal of Educational Change is an international, professionally refereed, state-of-the-art scholarly journal, reflecting the most important ideas and evidence of educational change. The journal brings together some of the most influential thinkers and writers as well as emerging scholars on educational change. It deals with issues like educational innovation, reform and restructuring, school improvement and effectiveness, culture-building, inspection, school-review, and change management. It examines why some people resist change and what their resistance means. It looks at how men and women, older teachers and younger teachers, students, parents and others experience change differently. It looks at the positive aspects of change but does not hesitate to raise uncomfortable questions about many aspects of educational change either. It looks critically and controversially at the social, economic, cultural and political forces that are driving educational change. The Journal of Educational Change welcomes and supports contributions from a range of disciplines, including history, psychology, political science, sociology, anthropology, philosophy and administrative and organizational theory, and from a broad spectrum of methodologies including quantitative and qualitative approaches, documentary study, action research and conceptual development. School leaders, system administrators, teacher leaders, consultants, facilitators, educational researchers, staff developers and change agents of all kinds will find this journal an indispensable resource for guiding them to both classic and cutting-edge understandings of educational change. No other journal provides such comprehensive coverage of the field of educational change.