The Power of Student Empowerment: Measuring Classroom Predictors and Individual Indicators

Autor/inn/en	Kirk, Chris Michael; Lewis, Rhonda K.; Brown, Kyrah; Karibo, Brittany; Park, Elle
Titel	The Power of Student Empowerment: Measuring Classroom Predictors and Individual Indicators
Quelle	In: Journal of Educational Research, 109 (2016) 6, S.589-595 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2014.1002880
Schlagwörter	High School Students; Student Empowerment; Student Surveys; Measures (Individuals); Predictor Variables; Educational Indicators; Educational Environment; Outcomes of Education; Urban Schools; Teacher Student Relationship; Peer Relationship; Power Structure; Sense of Community; Grades (Scholastic); Behavior Problems; Incidence; Extracurricular Activities; Academic Aspiration; Multiple Regression Analysis; Attendance; Student Participation + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studienberechtigung; Schülerbefragung; Messdaten; Prädiktor; Educational indicato; Bildungsindikator; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lernleistung; Schulerfolg; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Notenspiegel; Vorkommen; Außerunterrichtliche Aktivität; Anwesenheit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Despite spending more money per student than almost all developed nations, the United States lags behind in educational indicators with persistent disparities between privileged and marginalized students. Most approaches have ignored the role of power dynamics in predicting student performance. Building on the existing literature in school climate and empowering settings, this study explored the construct of student empowerment to identify both environmental factors that predict increased empowerment and outcomes associated with empowerment. A survey was administered to 381 students from five urban high schools. Results suggest that intrapersonal student empowerment is predicted by equitable power use by teachers, positive teacher-student relationships and a sense of community in the classroom. Highly empowered students reported better grades, fewer behavioral incidents, increased extracurricular participation and higher educational aspirations than students who were less empowered. Limitations are discussed alongside implications for educational practice and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01