When We Listen to Students, We Improve Our Schools

Autor/inn/en	Lewis, Uchenna; Faulkner, Amanda; Roe, Jesse
Titel	When We Listen to Students, We Improve Our Schools
Quelle	In: Learning Professional, 44 (2023) 2, S.56-60 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2476-194X
Schlagwörter	COVID-19; Pandemics; Middle School Students; Feedback (Response); Teaching Methods; Educational Innovation; Student Empowerment; Teacher Student Relationship; Blended Learning; Mathematics Education; Educational Improvement; Student Attitudes; Empathy; Student Experience; California (San Jose) + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Instructional innovation; Bildungsinnovation; Studienberechtigung; Teacher student relationships; Lehrer-Schüler-Beziehung; Mathematische Bildung; Teaching improvement; Unterrichtsentwicklung; Schülerverhalten; Empathie; Studienerfahrung
Abstract	Equipping educators to hear students' voices, and then translating that information into concrete behavioral and instructional changes, is what the team at Partners in School Innovation has undertaken in San Jose, California, for the last several years. Their efforts have not only suggested promising practices, but also highlighted important lessons for other educators and organizations trying to build educators' capacity to incorporate student voice into school improvement strategies and instructional feedback loops. The authors are reminded that students are a vital yet often overlooked source of professional learning for educators at all levels. For students to learn from educators, educators have to learn from the students. Each piece of information educators glean from students widens the aperture for improving schools. If educators want to see the whole picture of what students need to succeed, it is essential that teachers are consistent and intentional about listening to them. Although it is difficult to prove that these conversations and changes in educators' strategies led to changes in academic performance, there is at least some evidence of positive correlation. (ERIC).
Anmerkungen	Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 800-727-7288; Fax: 513-523-0638; e-mail: office@learningforward.org; Web site: https://learningforward.org/the-learning-professional/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01