Developing student agency through motivationally anchored instruction

2019 ◽  
pp. 42-48
Author(s):  
Davis Alison
Keyword(s):  
Anchored Instruction ◽  
Student Agency

Habits of Mind as a Framework for Assessment in Music Education

2019 ◽  
pp. 201-224
Author(s):  
Jillian Hogan ◽  
Ellen Winner
Keyword(s):  
Music Education ◽  
Arts Education ◽  
Habits Of Mind ◽  
Public High School ◽  
Student Agency ◽  
Thinking Dispositions ◽  
Music Classroom ◽  
Music Ensembles ◽  
School Music ◽  
High School Music

Music making requires many kinds of habits of mind—broad thinking dispositions potentially useful outside of the music room. Teaching for habits of mind is prevalent in both general and other areas of arts education. This chapter reports a preliminary analysis of the habits of mind that were systematically observed and thematically coded in twenty-four rehearsals of six public high school music ensembles: band, choir, and orchestra. Preliminary results reveal evidence of eight habits of mind being taught: engage and persist, evaluate, express, imagine, listen, notice, participate in community, and set goals and be prepared. However, two habits of mind that the researchers expected to find taught were not observed: appreciate ambiguity and use creativity. These two nonobserved habits are ones that arts advocates and theorists assume are central to arts education. The chapter discusses how authentic assessment of habits of mind in the music classroom may require novel methods, including the development of classroom environments that foster additional levels of student agency.

scholarly journals What affordances do open-ended real-life tasks offer for sharing student agency in collaborative problem-solving?

2021 ◽  
Author(s):  
Juuso Henrik Nieminen ◽  
Man Ching Esther Chan ◽  
David Clarke
Keyword(s):  
Problem Solving ◽  
Video Recording ◽  
Real Life ◽  
Collaborative Problem Solving ◽  
Student Agency ◽  
Student Groups ◽  
Collaborative Problem ◽  
Mathematical Arguments ◽  
Life Tasks ◽  
Collaborative Construction

AbstractThe important role of student agency in collaborative problem-solving has been acknowledged in previous mathematics education research. However, what remains unknown are the processes of agency in open-ended tasks that draw on real-life contexts and demand argumentation beyond “mathematical”. In this study, we analyse a video recording of two student groups (each consisting of four students) taking part in collaborative problem-solving. We draw on the framework for collaborative construction of mathematical arguments and its interplay with student agency by Mueller et al. (2012). This original framework is supplemented by (i) testing and revising it in the context of open-ended real-life tasks, with (ii) student groups rather than pairs working on the tasks, and by (iii) offering a strengthened methodological pathway for analysing student agency in such a context. Based on our findings, we suggest that the framework suits this new context with some extensions. First, we note that differences in student agency were not only identified in terms of the discourse students drew on, but in how students were able to shift between various discourses, such as between “mathematical” and “non-mathematical” discourses. We identify a novel discourse reflecting student agency, invalidation discourse, which refers to denying other students’ agency by framing their contribution as invalid. Finally, we discuss the need to reframe “mathematical” arguments—and indeed student agency—while the task at hand is open-ended and concerns real-life contexts.

Preparing African students with refugee backgrounds for transition: School practices

2021 ◽  
pp. 000494412199746
Author(s):  
Tebeje Molla
Keyword(s):  
Career Planning ◽  
Life Course Perspective ◽  
Student Agency ◽  
Government Schools ◽  
Institutional Practices ◽  
African Students ◽  
Career Support ◽  
School Practices ◽  
Alternative Pathways ◽  
Career Trajectories

For young people, the end of secondary school represents a critical transition point. This article aims at understanding how schools support a particular group of disadvantaged students to transition into education, training, or employment. Drawing on a life-course perspective and with refugee-background African students as an empirical focus, this qualitative case study documents career support practices in nine government schools in the State of Victoria. The findings show that schools provide transition opportunities that support African students to envision their post-school educational and career trajectories. The arrangements include career planning, alternative pathways, and employment of community engagement officers. However, there are persisting challenges that impede this group of students from fully benefiting from these arrangements. The main barriers identified here are academic disengagement, doxic aspirations, misconceptions about qualifications, and low self-efficacy. The article also argues that the persistence of these challenges is attributable at least in part to such overlooked factors of engagement as institutional practices, student agency, and home environment.

An Analysis of Use-Modify-Create Pedagogical Approach's Success in Balancing Structure and Student Agency

2020 ◽  
Author(s):  
Diana Franklin ◽  
Merijke Coenraad ◽  
Jennifer Palmer ◽  
Donna Eatinger ◽  
Anna Zipp ◽  
...  
Keyword(s):  
Student Agency

Personalised learning in the open classroom: The mutuality of teacher and student agency

2014 ◽  
Vol 9 (1) ◽  
pp. 66-75 ◽  
Author(s):  
Craig Deed ◽  
Peter Cox ◽  
Jeffrey Dorman ◽  
Debra Edwards ◽  
Cathleen Farrelly ◽  
...  
Keyword(s):  
Student Agency ◽  
Personalised Learning

Is More Agency Better? The Impact of Student Agency on Game-Based Learning

2017 ◽  
pp. 335-346 ◽  
Author(s):  
Robert Sawyer ◽  
Andy Smith ◽  
Jonathan Rowe ◽  
Roger Azevedo ◽  
James Lester
Keyword(s):  
Student Agency ◽  
Game Based Learning ◽  
The Impact
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