Literaturnachweis - Detailanzeige
Autor/inn/en | Forshaw, Emma; Woods, Kevin; McCaldin, Tee |
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Titel | Developing Teachers' Capacity to Support Students' Assessment Experiences: An Exploratory Participatory Action Research Project in Collaboration with High School Students |
Quelle | In: Educational Psychology in Practice, 39 (2023) 3, S.345-363 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Forshaw, Emma) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0266-7363 |
DOI | 10.1080/02667363.2023.2217349 |
Schlagwörter | High School Teachers; High School Students; Teacher Student Relationship; Foreign Countries; Well Being; Participatory Research; Cooperation; Student Research; Evaluation; Performance; Action Research; Student Empowerment; School Activities; Mental Health; Student Experience; Student Attitudes; Information Needs; Tests; Influences; Barriers; United Kingdom High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Well-being; Wellness; Wohlbefinden; Forschungstätigkeit; Co-operation; Kooperation; Studentenforschung; Evaluierung; Achievement; Leistung; Projektforschung; Studienberechtigung; Psychohygiene; Studienerfahrung; Schülerverhalten; Information need; Informationsbedürfnis; Examination; Prüfung; Examen; Influence; Einfluss; Einflussfaktor; Großbritannien |
Abstract | Involving young people in the co-production of whole-school wellbeing strategies is aligned with the United Nations rights of the child and current UK legislation. This exploratory participatory action research (PAR) project aimed to facilitate teacher-student collaboration in one high school to develop whole-school practice with a focus on assessment. Training videos were co-created focusing on students' assessment experiences and ways to improve wellbeing and performance. Reflexive thematic analysis of the data identified key facilitators and challenges to the PAR process, alongside insights into students' assessment experiences. The paper concludes that PAR has the potential to empower young people and open channels of communication between students and teachers. Implications for educational psychology (EP) practice and future research are discussed. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |