Engaging student input on student engagement in learning

This chapter presents an ethical decision-making for student engagement from a social justice perspective. It discusses what social justice means by presenting some principles gathered from existing related research literature supported by teacher voices that are gathered from written survey. Student engagement and the factors that influence it are discussed highlighting them from a socially and culturally situated perspective. Motivational and sociocultural factors such as funds of knowledge, race, social capital, and cultural capital are presented to demonstrate why mere access is not enough as an ethical and equitable way of engaging student to achieve positive outcomes. Access must be activated by providing students ample opportunities to experience a sense of belonging, teacher trust that they are competent learners, recognition of their identities and interests, and meaningful engagements.

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Assessing old and new individual study desks

Performance Measurement and Metrics ◽

10.1108/pmm-12-2019-0062 ◽

2020 ◽

Vol 21 (2) ◽

pp. 93-106

Author(s):

Holt Zaugg ◽

C. Jeffrey Belliston

Keyword(s):

Student Perceptions ◽

Design Process ◽

Design Methodology ◽

Learning Experience ◽

Individual Study ◽

Content Type ◽

Student Input ◽

Practical Implications ◽

Engaging Student

PurposeThis paper examines student perceptions of new individual study desks (ISDs) and how they improved the students' learning experience.Design/methodology/approachThe study describes the process for developing new ISDs. When about half of the old ISDs were replaced with new ISDs, two parallel surveys were used to understand why students used the ISDs, what their experiences were and any suggested improvements.FindingsResults indicate that the new ISDs were used by students for significantly longer periods of time. They enjoyed the ambiance and amenities of the new desks, including a whiteboard used by over 90% of students. Many students using new ISDs expressed a desire for more new ISDs, so it would not be as hard to find an available one; students using old ISDs called for improvements that would make the old ISDs more like the new ISDs.Practical implicationsThis study has two practical implications. It emphasizes the importance of both engaging student patrons throughout the design process and conducting follow-up assessments to determine if changes make things better.Originality/valueThe value of this study is in understanding the optimal steps for developing new study spaces for students. These steps include integrating student input during development and design, prototyping a change and following up to determine the degree to which a change worked on the changes made.

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Maintaining a Socially Just Classroom

Research Anthology on Instilling Social Justice in the Classroom ◽

10.4018/978-1-7998-7706-6.ch068 ◽

2021 ◽

pp. 1195-1210

Author(s):

Jose W. Lalas ◽

Joanna Linda Lalas

Keyword(s):

Social Justice ◽

Student Engagement ◽

Cultural Capital ◽

Ethical Decision Making ◽

Funds Of Knowledge ◽

Research Literature ◽

Sociocultural Factors ◽

Related Research ◽

Situated Perspective ◽

Engaging Student

This chapter presents an ethical decision-making for student engagement from a social justice perspective. It discusses what social justice means by presenting some principles gathered from existing related research literature supported by teacher voices that are gathered from written survey. Student engagement and the factors that influence it are discussed highlighting them from a socially and culturally situated perspective. Motivational and sociocultural factors such as funds of knowledge, race, social capital, and cultural capital are presented to demonstrate why mere access is not enough as an ethical and equitable way of engaging student to achieve positive outcomes. Access must be activated by providing students ample opportunities to experience a sense of belonging, teacher trust that they are competent learners, recognition of their identities and interests, and meaningful engagements.

Download Full-text