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- All Subjects: Student Voice
- Creators: Brady, Jennifer
- Creators: Jordan, Michelle E
Description
As scrutiny of teacher effectiveness increases, there is a greater call for multiple instruments to measure teacher effectiveness and provide robust feedback to support teacher growth and development. Student perception surveys, questionnaires completed by K-12 students about their teachers, have increasingly been used to evaluate teachers and provide feedback. Situated in the Mary Lou Fulton Teachers College (MLFTC) at Arizona State University, this action research study used Attribution Theory, Sensemaking Theory, and research on teacher emotion to 1) document the experiences of pre-service teachers as they related to the administration and subsequent results from a student perception survey (SPS), and 2) examine the influence of two online professional development modules created to prepare teachers for the SPS process and make sense of the results. Teacher candidates participated in the SPS process in their final, year-long residency. Results from the mixed-methods study provided evidence that pre-service teachers had both positive and negative experiences that were influenced by the SPS results they received from their students. Also, depending on the results they received, teacher candidates either attributed the cause of the results to themselves or to characteristics of their students. Results from the study also indicate that teacher candidates use few strategies to make sense of the results and used those strategies to varying degrees. Pre-service teachers indicated that they regarded the modules as helpful in the sense-making process. Furthermore, evidence indicates that pre-service teachers value their students’ feedback.
ContributorsVilla, Lessita Ann Lorin (Author) / Jordan, Michelle E (Thesis advisor) / Beardsley, Audrey (Committee member) / Ribbens, Teressa (Committee member) / Arizona State University (Publisher)
Created2017
Description
Abstract:
As Barrett Polytechnic moves into the final stages of planning for the new residential hall, currently under construction on the Polytechnic campus, it is important that they have the student voice in mind when making final decisions. Past research has shown that students who live on campus have a higher retention rate not only through their first year, but onto graduation. Research has also found that students who live on campus become more involved in the community and use more of the university’s resources. Seeing that Barrett prides itself on being a community of scholars, proper use of student feedback should be used to prepare the new building for its students. Data was collected via a survey and focus group, focused primarily on what the students would like to see in their new space. Once collected and analyzed it was apparent that students were really concerned with a few aspects of the new residential building and lounge space.
Using the analyzed data, the following recommendations were made:
1. Reevaluation of the student residential experience after the move to the new residential building.
2. Revaluation of accessibility to the mentorship opportunities after the move to the residential building, as well as an increased movement by Barrett to foster these relationships
3. Addition of quantity of computers as well as newer technology, addition of whiteboards and charging stations, and ensuring there is proper group and individual workstations.
4. Consideration of what students use the lounge for and how to best set up the space for those uses.
5. More advertisement of the Barrett Polytechnic library as well as an more research to determine whether or not improving the library would encourage more use.
6. Make steps to keep the lounge open later in the evenings as well as ensuring students, both on and off campus, have access to the lounge amenities when they need them most.
As Barrett Polytechnic moves into the final stages of planning for the new residential hall, currently under construction on the Polytechnic campus, it is important that they have the student voice in mind when making final decisions. Past research has shown that students who live on campus have a higher retention rate not only through their first year, but onto graduation. Research has also found that students who live on campus become more involved in the community and use more of the university’s resources. Seeing that Barrett prides itself on being a community of scholars, proper use of student feedback should be used to prepare the new building for its students. Data was collected via a survey and focus group, focused primarily on what the students would like to see in their new space. Once collected and analyzed it was apparent that students were really concerned with a few aspects of the new residential building and lounge space.
Using the analyzed data, the following recommendations were made:
1. Reevaluation of the student residential experience after the move to the new residential building.
2. Revaluation of accessibility to the mentorship opportunities after the move to the residential building, as well as an increased movement by Barrett to foster these relationships
3. Addition of quantity of computers as well as newer technology, addition of whiteboards and charging stations, and ensuring there is proper group and individual workstations.
4. Consideration of what students use the lounge for and how to best set up the space for those uses.
5. More advertisement of the Barrett Polytechnic library as well as an more research to determine whether or not improving the library would encourage more use.
6. Make steps to keep the lounge open later in the evenings as well as ensuring students, both on and off campus, have access to the lounge amenities when they need them most.
ContributorsHorn, Kyle Edward (Co-author, Co-author) / Martin, Thomas (Thesis director) / Brady, Jennifer (Committee member) / Sever, Amy (Committee member) / Aviation Programs (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2020-05