Going beyond student voice through meta-level education transformation

This paper is the attempt to show how system theory could provide critical insight into the transdisciplinary field of library and information sciences (LIS). It begins with a discussion on the categorization of library and information sciences as an academic and professional field (or rather, the lack of evidence on the subject) and what is exactly meant by system theory, drawing upon the general system theory established by Ludwig von Bertalanffy. The main conversation of this paper focuses on the inadequacies of current meta-level discussions of LIS and the benefits of general system theory (particularly when considering the exponential rapidity in which information travels) with LIS.

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Enacting Student Voice through Governance Partnerships in the Classroom: rupture of the ordinary for radical practice

FORUM ◽

10.2304/forum.2014.56.1.91 ◽

2014 ◽

Vol 56 (1) ◽

pp. 91 ◽

Cited By ~ 2

Author(s):

EMILY NELSON

Keyword(s):

Student Voice

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The Politics and Economics of Postapartheid Higher Education Transformation

Comparative Education Review ◽

10.2307/3542124 ◽

2004 ◽

Vol 48 (2) ◽

pp. 202

Author(s):

Ntshoe

Keyword(s):

Higher Education ◽

Higher Education Transformation ◽

Education Transformation

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Projecting student voice by constructing grounded theory

The Australian Educational Researcher ◽

10.1007/s13384-020-00410-y ◽

2020 ◽

Author(s):

Olivia Johnston ◽

Helen Wildy ◽

Jennifer Shand

Keyword(s):

Grounded Theory ◽

Student Voice

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Habitability: a process versus a state variable framework with observational tests and theoretical implications

International Journal of Astrobiology ◽

10.1017/s1473550420000415 ◽

2021 ◽

pp. 1-8

Author(s):

A. Lenardic ◽

J. Seales

Keyword(s):

Process Variable ◽

State Variable ◽

Modelling Framework ◽

Meta Level ◽

Planetary Habitability

The term habitable is used to describe planets that can harbour life. Debate exists as to specific conditions that allow for habitability but the use of the term as a planetary variable has become ubiquitous. This paper poses a meta-level question: What type of variable is habitability? Is it akin to temperature, in that it is something that characterizes a planet, or is something that flows through a planet, akin to heat? That is, is habitability a state or a process variable? Forth coming observations can be used to discriminate between these end-member hypotheses. Each has different implications for the factors that lead to differences between planets (e.g. the differences between Earth and Venus). Observational tests can proceed independent of any new modelling of planetary habitability. However, the viability of habitability as a process can influence future modelling. We discuss a specific modelling framework based on anticipating observations that can discriminate between different views of habitability.

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Adding “Student Voice” to the Mix: Perception Surveys and State Accountability Systems

AERA Open ◽

10.1177/2332858421990729 ◽

2021 ◽

Vol 7 ◽

pp. 233285842199072

Author(s):

Jack Schneider ◽

James Noonan ◽

Rachel S. White ◽

Douglas Gagnon ◽

Ashley Carey

Keyword(s):

Survey Data ◽

Student Voice ◽

School Quality ◽

Student Perception ◽

State Level ◽

Student Survey ◽

New School ◽

State Accountability ◽

Survey Results ◽

School Ratings

For the past two decades, student perception surveys have become standard tools in data collection efforts. At the state level, however, “student voice” is still used sparingly. In this study, we examine the ways in which including student survey results might alter state accountability determinations. Reconstructing the accountability system in Massachusetts, we draw on a unique set of student survey data, which we add to the state’s formula at a maximally feasible dosage in order to determine new school ratings. As we find, student survey data shift school accountability ratings in small but meaningful ways and appear to enhance functional validity. Student survey results introduce information about school quality that is not captured by typical accountability metrics, correlate moderately with test score growth, and are not predicted by student demographic variables.

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