Matching Items (3)
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- All Subjects: Student Voice
- Creators: Henderson, J. Bryan
Description
This study re-frames learning disabilities (LD) through the emotion-laden talk of four Latina/o students with LD. The research questions included: 1) What are the emotion-laden talk of Latina/o students about being labeled with LD? 2) What are Latina/o students' emotion-laden talk of the idea of LD? I identified master narratives, the "pre-existent sociocultural forms of interpretation. They are meant to delineate and confine the local interpretation strategies and agency constellations in individual subjects as well as in social institutions," (Bamberg, 2004, p. 287) within the following literatures to inform my research questions and conceptual framework: a) historiography and interdisciplinary literature on LD; b) policy (i.e., Individuals with Disabilities Education Act (IDEA)), c) the academic and d) social and emotional dimensions of LD; and e) student voice research with students with LD. Interdisciplinary, critical ethnographic and qualitative research methods such as taking into account issues of power, etic and emic perspectives, in-depth interviewing, field notes were used. Total participants included: four students, three parents and three teachers. More specifically, descriptive coding, identification of emotion-laden talk, a thematic analysis, memoing and intersectional and cultural-historical developmental constructs were used to analyze students’ emotion-laden talk. Emotion-laden talk about being labeled with LD included the hegemony of smartness, disability microaggressions, on the trinity of LD: help + teachers + literacy troubles, on being bullied, embarrassment to ask for assistance from others and help as hope. The emotion-laden talk about the idea of LD included LD as double-edge sword, LDness as X, the meaning of LD as resource, trouble with information processing, speech, and silence, the salience of the intersection of disability, ethnicity and language and other markers of difference, struggles due to lack of understanding and LD myths. This study provides a discussion and implications for theory, research, policy, and practice.
ContributorsHernández-Saca, David Isaac (Author) / Artiles, Alfredo J. (Thesis advisor) / Connor, David J (Committee member) / Prior, Matthew T. (Committee member) / Arizona State University (Publisher)
Created2016
Description
In this study, the current literature regarding student engagement and student voice were reviewed to explore the connection between these two classroom elements. Currently, frequently incorporating student voice in order to increase student engagement most commonly takes place at the high school and university levels. Thus, utilizing Finn’s (1989) participation-identification theory, this study set out to implement a practical design intervention in an elementary classroom to increase student engagement through the incorporation of student voice. Using Design-Based Research, I implemented a collaborative reflection process which allowed students, teacher/researcher, and co-educators to provide feedback on classroom task and participant structures. The feedback was then considered for further iterations of the task and participant structures. This was a pilot study of the collaborative reflection process and was implemented in a fourth-grade math classroom with 26 participants. Along with participating in the collaborative reflection process, the student participants also took a 26 question Learner Empowerment Measure to survey their feelings of identity with the classroom before and after the design intervention. After analyzing audio data gathered during the classroom tasks, as well as student feedback, it was found that student participation did increase due to the design intervention. However, there was no measurable difference in students’ feelings of identity with the classroom due to the collaborative reflection process. Future studies should consider implementing the collaborative reflection process in multiple classrooms across diverse activities during the school year.
ContributorsSanders, Elizabeth (Author) / Zuiker, Steven (Thesis advisor) / Jordan, Michelle (Committee member) / Henderson, J. Bryan (Committee member) / Arizona State University (Publisher)
Created2019
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