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Students from traditionally marginalized groups lack voice and
become invisible within the educational setting, subject to the
pacing of curriculum delivery by those who speak out. Evaluation of
assessment data finds an overrepresentation of students from
traditionally marginalized groups falling in the lower tiers of
student achievement creating achievement gaps (Ginter and Barnett,
2011). According to Jones and Gerig (1994), 25-33% of the students
in schools cannot or will not speak out. These students are often
over-looked and over-represented in our dropout rates (U.S.
Department of Education, 2010). Christian (2011) found that
students who have been retained during high school are 50% more
likely to dropout. Schultz (2009) identified the following
categories as silence as resistance, power, protection, and
response to trauma, and she noted that students who have these
issues often have academic difficulties. Participants in this study
included eighty-five high school students in one rural, eastern
Kentucky school district over a two and one-half year period.
Surveys and interviews were conducted to answer the question of why
students are silent in the classroom. Using Schultz's (2009)
phenomenology study as the foundation another category became
evident as the interviews continued. This method showed that social
expectations, hence social conformity, have begun to emerge as a
classification. This study used a qualitative approach to action
research with supporting data (i.e. grades, attendance) together
with a grounded theory approach to identify external and internal
factors of what impacts student voice. Results from this study have
been recorded and analyzed. Results indicated that all but two
research participants have since experienced improved grades and
attendance, some have gotten involved in extracurricular
activities, and eight have recently graduated while five are
seeking higher education. One of the students dropped out to avoid
truancy charges, but attained his GED within weeks of withdrawing.
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