We Choose Not to "Shut up and Dribble": Listening to Student Voices in an Alternative Learning School

Autor/in	Windley, Debra
Titel	We Choose Not to "Shut up and Dribble": Listening to Student Voices in an Alternative Learning School
Quelle	(2023), (237 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit Ed.D. Dissertation, East Carolina University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Nontraditional Education; High School Students; African American Students; Males; Repetition; Required Courses; Online Courses; Student Experience; Student Attitudes; Electronic Learning; Teaching Methods; Student Needs; Teacher Effectiveness; Inclusion; Participative Decision Making; Cognitive Style; Equal Education; Participatory Research; Action Research; Achievement Gap; Culturally Relevant Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Non-traditional education; Alternative Erziehung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Male; Männliches Geschlecht; Wiederholung; Pflichtkurs; Online course; Online-Kurs; Studienerfahrung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Inklusion; Cognitive styles; Kognitiver Stil; Forschungstätigkeit; Projektforschung
Abstract	The purpose of this participatory action research (PAR) study was to use the experiences of African American male students in an alternative learning school setting to strengthen the learning environment and support for these students. The overarching research question was: How do the insights and experiences of students in an alternative learning program inform how teachers and leaders support students? The study aimed to shift academic and socioemotional practices to better meet students' needs as they navigated through credit recovery. The author conducted the PAR study over three cycles of inquiry with six African American male high school students and two teachers at an alternative school in North Carolina. Data were gathered through interviews, meetings, classroom observations, and reflective memos. Data were analyzed using qualitative coding methods to identify emergent themes. Three key findings emerged. First, students identified benefits of the alternative setting, such as small class sizes and caring teachers, as well as challenges, especially the reliance on online learning. Second, listening to student voices helped teachers become more strategic in meeting student needs by shifting instructional practices students said worked for them. Third, As a result, teachers changed how they thought about students and shifted their instructional practices to better support students academically. The findings suggest that incorporating student voice and experiences can lead to positive changes in alternative school settings. Students offered valuable insights into their experiences that allowed teachers to shift practices to better support them. By valuing student perspectives, teachers can gain insight into student needs and adjust their practices accordingly to create a more supportive learning environment. The processes used could be implemented in other school contexts to center student perspectives and create more engaging, equitable learning environments for marginalized students and foster culturally responsive pedagogy. This has implications for practice, policy, and future research. The research study includes 160 references, fifteen tables, sixteen figures, and eleven appendices. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01