Pupils as Active Participants: Diamond Ranking as a Tool to Investigate Pupils' Experiences of Classroom Practices

Autor/inn/en	Niemi, Reetta; Kumpulainen, Kristiina; Lipponen, Lasse
Titel	Pupils as Active Participants: Diamond Ranking as a Tool to Investigate Pupils' Experiences of Classroom Practices
Quelle	In: European Educational Research Journal, 14 (2015) 2, S.138-150 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904115571797
Schlagwörter	Action Research; Personal Narratives; Foreign Countries; Elementary School Students; Elementary School Teachers; Teaching Methods; Drama; Classroom Techniques; Experiential Learning; Photography; Student Participation; Task Analysis; Evaluation; Grade 5; Writing (Composition); Finland + Suchen Sie Ihr Suchwort? Projektforschung; Erlebniserzählung; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Schauspiel; Klassenführung; Experiental learning; Erfahrungsorientiertes Lernen; Fotografie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Aufgabenanalyse; Evaluierung; School year 05; 5. Schuljahr; Schuljahr 05; Schreibübung; Finnland
Abstract	This article is based on a pedagogical action research initiative carried out in a Finnish primary school. Twenty-four 5th grade pupils and their teacher participated in the study. The research initiative was guided by two questions: (1) How do pupils experience their classroom practices? (2) How can pupils participate in the process of developing classroom practices through diamond ranking? Photographs, diamond ranking and written narratives functioned as mediating tools between the pupils' experiences and the narratives of their classroom experiences. Drama lessons were the experiences that were most appreciated by the pupils. The pupils ranked experiential learning, learning games and group work activities as medium-level experiences in the learning projects. They ranked activities that were strictly structured, such as tasks from a book or notebook exercises, at the bottom of the diamond. In sum, the study reveals that diamond ranking, together with written narratives, worked well as a tool to capture the pupils' experiences of classroom pedagogy. The activity gave each pupil the opportunity to participate in the process of gathering and analysing data, and to acquire agency in evaluating and developing classroom practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01