Developing Teachers' Capacity to Support Students' Assessment Experiences: An Exploratory Participatory Action Research Project in Collaboration with High School Students

Autor/inn/en	Forshaw, Emma; Woods, Kevin; McCaldin, Tee
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01