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EDUCATIONAL REFORM IN A TECHNOLOGY AGE: CONSIDERING STUDENT VOICE

SEITZ, SHEILA K.
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1132234546

Abstract Details

2005, EdD, University of Cincinnati, Education : Curriculum and Instruction.
This research attempted to answer the question, “To what extent is student voice a factor in educational reform?” Student voice is defined as giving students the ability to influence learning to include policies, programs, contexts and principles (Harper, 2000). Many factors of current reform efforts support the concept of student voice to include multiliteracy pedagogy (New London Group, 1996), psychological learning principles such as student centered learning (McCombs, 1999), and emerging technologies as tools for learning (Kulik, 1994). Theoretical considerations bring to light how students and teachers must share power within the learning environment moving students along a spectrum from apprentice to expert. These ideas of situated learning (Brown, Collins and Duguid, 1989) and communities of practice (Wegner, 1998) support the call for student voice. To validate these arguments, the researcher conducted a Delphi Study (Linstone, Turoff, 1975). A group of experts in student voice, literacy, cognitive psychology, educational technology, teacher education, and educational reform participated in a process which generated significant aspects of student voice and consolidated them into a single instrument to measure student voice within a school culture. With this student voice survey instrument, which was tested for reliability and validity, the researcher then conducted a stratified, random survey to measure student voice within K-12 public schools in the United States. Due to a low response rate, no statistical or practical significance could be found. However, insights into possible relationships and information regarding student voice emerged. Student voice appears to have some value in accomplishing educational reform. Further investigations could lead to implementations of educational reform models that assist schools in preparing students for citizenship in a global, diverse and technologically advanced society.
Joyce Pittman (Advisor)
111 p.
Student Voice; Educational Reform; Education Technology; Multiliteracies; Student-Centered Learning

Recommended Citations

Citations

  • SEITZ, S. K. (2005). EDUCATIONAL REFORM IN A TECHNOLOGY AGE: CONSIDERING STUDENT VOICE [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1132234546

    APA Style (7th edition)

  • SEITZ, SHEILA. EDUCATIONAL REFORM IN A TECHNOLOGY AGE: CONSIDERING STUDENT VOICE. 2005. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1132234546.

    MLA Style (8th edition)

  • SEITZ, SHEILA. "EDUCATIONAL REFORM IN A TECHNOLOGY AGE: CONSIDERING STUDENT VOICE." Doctoral dissertation, University of Cincinnati, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1132234546

    Chicago Manual of Style (17th edition)

ucin1132234546
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© 2005, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.