scholarly journals Researching how student voice plays out in relation to classroom practice in Irish post-primary schools: a heuristic device

2021 ◽  
pp. 1-18
Author(s):  
Craig Skerritt ◽  
Joe O'Hara ◽  
Martin Brown
Keyword(s):  
Student Voice ◽  
Classroom Practice ◽  
Primary Schools ◽  
Heuristic Device

scholarly journals Student voice: Student feelings as they journey through National Assessment (NAPLAN)

2018 ◽  
Vol 62 (2) ◽  
pp. 108-134 ◽  
Author(s):  
Katharine Swain ◽  
Donna Pendergast
Keyword(s):  
Student Voice ◽  
Primary Schools ◽  
Considerable Time ◽  
National Assessment ◽  
Assessment Program ◽  
Negative Images ◽  
Negative Feelings

This study explored students’ feelings during the Australian National Assessment Program – Literacy and Numeracy. It features student voice depicted as self-drawn images accompanied by words as they journeyed through four phases of the NAPLAN process: preparation, participation, completion and results. The 34 students in Years 3, 5 and 7 attended one of two Queensland primary schools with divergent approaches to National Assessment Program – Literacy and Numeracy. One-hundred and thirty-six images accompanied by 372 words were collected. School A allocated considerable time to test readiness and emphasised the importance of National Assessment Program – Literacy and Numeracy while School B engaged in minimal preparation and did not highlight National Assessment Program – Literacy and Numeracy as important. We explored similarities or differences in how students from each site reported their feelings. Our exploration reveals an overall trend of negative images and words during the preparation and participation phases followed by more positive depictions when the tests are complete and results are received. Furthermore, School A participants reported more negative feelings in the preparation and testing phases across all year levels.

scholarly journals Student voice in Irish post-primary schools: is the challenge too challenging?

2011 ◽  
pp. 66-70 ◽  
Author(s):  
Domnall Fleming
Keyword(s):  
Student Voice ◽  
Primary Schools ◽  
Formative Period

All of us, as students, attended school and sat in classrooms for long periods. We listened (most of the time!), we absorbed, we learned, we sat and passed examinations (hopefully!), but we were largely silent participants in the whole classroom process. Yes, we answered and asked questions about what we were learning and responded to our teachers and classmates but, did anyone in our schools ever ask us what we thought about how we were being taught or whether and how we were learning? Did anyone ever ask us for our opinions on our schools or the classrooms in which we sat for all of that time? The answer is often a resounding no. There is no tradition in Irish schools to ask, consult or discuss with students their views on their school, their classroom, their teachers, their learning or their experience in this very important and formative period of ...

scholarly journals Assessing the Ethos of Anglican Primary Schools in Wales: The Student Voice Project

2021 ◽  
pp. 1-18
Author(s):  
Leslie J. Francis ◽  
David W. Lankshear ◽  
Emma L. Eccles
Keyword(s):  
Student Voice ◽  
Primary Schools ◽  
Male Students ◽  
Inspection System ◽  
School Inspection ◽  
School Life ◽  
Anglican Church ◽  
Church School ◽  
The Church ◽  
Do So

Abstract Since the Anglican Church in England and Wales began to build schools long before the state developed machinery to do so, around a quarter of all primary schools remain connected with the Anglican Church. The church school inspection system maintains that Anglican schools have a distinctive ethos. The Student Voice Project argues that school ethos is generated by the implicit collective values, beliefs and behaviours of the students, and was designed to give explicit voice to the students in response to six specific areas of school life identified by the Anglican school inspection criteria as relevant to school ethos. Drawing on data provide by 8,111 year-five and year-six students attending Church in Wales primary schools, the present study reports on the six ethos measures and on significant differences reported by female and male students, and by year-five and year-six students.

Classroom Practice and the National Curriculum in Small Rural Primary Schools

1998 ◽  
Vol 24 (1) ◽  
pp. 43-61 ◽  
Author(s):  
Maurice Galton ◽  
Linda Hargreaves ◽  
Chris Comber
Keyword(s):  
Classroom Practice ◽  
Primary Schools ◽  
National Curriculum

scholarly journals Teachers’ perceptions of reading instruction in selected primary schools in the Eastern Cape

2017 ◽  
Vol 8 (1) ◽  
Author(s):  
Madoda Cekiso
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Classroom Practice ◽  
Primary Schools ◽  
Reading Ability ◽  
Teaching Reading ◽  
Initial Training ◽  
Teachers Perceptions

Background: There is a general outcry that too many South African Foundation Phase (Grades 1–3) teachers do not know how to teach reading and are currently teaching reading in an ad hoc, unsystematic way.Objectives: In response to this, this study explored the Foundation Phase teachers’ perceptions of their role in teaching reading. The focus was on the relevance of the initial training, awareness of reading strategies and how these strategies were reflected in their classroom practice.Method: The study was qualitative in nature and a case study design was followed. Semi-structured interviews were conducted with nine teachers who were purposively selected from three public schools. Content analysis was used to analyse the data.Results: Regarding the initial training programme, teachers received at tertiary institutions, the findings of the study showed that the majority of teachers were not adequately prepared to teach reading and to deal with learners who experience problems in reading. Some teachers indicated that they were not even trained to teach in the Foundation Phase. The findings also showed that the majority of respondents doubted if their classroom practice would yield positive results as far as reading instruction is concerned. The findings further indicated that the majority of respondents only paid attention to oral reading (observing punctuation marks and pronunciation), without attending to reading comprehension. There was a general consensus that the new ways of teaching reading were necessary in order to improve the reading ability of learners.Conclusion: Recommendations based on the findings are that institutions of higher learning that train Foundation Phase teachers should do so in ways that adequately equip them to produce student teachers who are knowledgeable about research and theory regarding how individuals learn to read. Workshops on appropriate instruction of reading strategies are recommended for in-service teachers.

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