February 7, 2014

10:00am-11:30amCoor 174

Arizona State University

Please use the hashtag

#edXchange

Contributions of

Student Voice Research

STUDENT VOICE RESEARCH

Student voice involves students making

meaning of their world and positioning

themselves in it.

Pyramid of student voice:

Gonzalez, T., Hernandez-Saca, D.I., & Artiles, A. J. (2015). In search of voice: Theory and

methods in student voice research, 1990-2010. Tempe, AZ: Arizona State University.

Mitra, D. L., & Gross, S. J. (2009). Increasing student voice in high school reform: Building partnerships

improving outcomes. Educational Management Administration & Leadership, 37(4), 522-543.

COUNCIL OF YOUTH RESEARCH

WHY STUDENT VOICE RESEARCH IS

POWERFUL

Driven by those who are the most

expert in the experience of being a

student

Generates findings about the local

instantiations of more widespread

issues

DR. ERNEST MORRELL

Saturday

Scholars

Feb 7, 2015

WHAT STUDENT SAY

ABOUT STUDENT

ENGAGEMENT

Spring 2011: Consequences are needed for us to participate—praise,

rewards, and punishments (34 students)

Spring 2012: Show respect, be cool with students, like your job? Make if

fun—Motivate me” (52 students)

Spring 2013: Good grades, preparation for college, good

education (113 HS students)

Fall 2014-Student Research Assistants joined me

Survey participants (184 HS students)

BACKGROUND OF STUDY

Students will:

Tell you about their research process and data analysis procedures

Play Engaged/Not Engaged Game

Discuss their findings

Share a short Pecha Kucha of their conclusions

Tell you what they learned about the research process

OUTLINE OF TODAY’S TALK

STUDENT RESEARCHERS AT WORK

Research question

What do students say contributes to their engagement in learning at ASU Preparatory Academy?

Data Collection

2013-2014 school year

Data sources

“Due now” writing assignment

Interview a sample of students

Online Survey

METHODS

DATA ANALYSIS PROCEDURES

ENGAGED OR

NOT ENGAGED?

ENGAGED OR NOT ENGAGED?

ENGAGED OR NOT ENGAGED?

ENGAGED OR NOT ENGAGED?

ENGAGED OR NOT ENGAGED?

ENGAGED OR NOT ENGAGED?

ENGAGED OR NOT ENGAGED?

ENGAGED OR NOT ENGAGED?

ENGAGED OR NOT ENGAGED?

Students define what engagement means and looks like

Students say that teachers influence their engagement

Students say that their peers influence their engagement

Students say they are responsible for their engagement

OVERVIEW OF FINDINGS AND

PRESENTATION

Tell me and I will forget, teach

me and I may remember,

involve me and I learn. -Benjamin Franklin

DEFINITIONS OF ENGAGEMENT

STUDENTS SAY THAT THEIR TEACHERS

INFLUENCE THEIR ENGAGEMENT: CREATE

ACTIVITIES

STUDENTS SAY THAT THEIR TEACHERS INFLUENCE

THEIR ENGAGE: CREATE THE LEARNING

ENVIRONMENT

STUDENTS SAY THAT TEACHERS INFLUENCE

THEIR ENGAGEMENT: CREATE INCENTIVES

STUDENTS SAY THAT THEIR PEERS

INFLUENCE THEIR ENGAGEMENT

STUDENTS SAY THEY ARE RESPONSIBLE

FOR THEIR OWN ENGAGEMENT

WHAT DOES THIS MEAN FOR TEACHERS?

WHAT DOES THIS MEAN FOR STUDENTS?

PECHA

KUCHA

Conclusion

WHAT WE LEARNED

FIRST QUESTION

Specific

ROTTEN APPLE EFFECT

CHICK-FIL-A EFFECT

PRIZES/INCENTIVES

TEACHER INFLUENCE

Thank you!

Questions & Answers