"We're Just Scanning through to Find the Answers": African American Elementary Student Voice in a Test-Centered School Environment

This study used a theoretical framework rooted in student voice to explore the perceptions, experiences, and recommendations of African American students at an elementary school that had implemented a test-centered curriculum. The study used data from focus group interviews conducted with a purposef...

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Bibliographic Details
Published inThe Elementary school journal Vol. 119; no. 2; pp. 179 - 195
Main Author Wasserberg, Martin J
Format Journal Article
LanguageEnglish
Published University of Chicago Press 01.12.2018
Subjects
Action Research
African American Students
Disadvantaged
Elementary School Students
Elementary School Teachers
Grade 4
Grade 5
Learner Engagement
Negative Attitudes
Racial Identification
Self Concept
Standardized Tests
Student Attitudes
Teacher Characteristics
Teacher Effectiveness
Teacher Student Relationship
Teaching Methods
Test Preparation
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Summary:This study used a theoretical framework rooted in student voice to explore the perceptions, experiences, and recommendations of African American students at an elementary school that had implemented a test-centered curriculum. The study used data from focus group interviews conducted with a purposefully selected group of fourth- and fifth-grade students, supplemented with data classroom observations. Additional interview and survey data were collected by the participants using a participatory action research model. Findings revealed negative perceptions of test-centered instruction and a desire for a personal connection with teachers, with potential implications for racial identity. Participants recommended a definition of teacher quality that included (a) being helpful, (b) not yelling, and (c) creating exciting lessons. Findings also revealed that classroom-based student voice work may have positive implications for the engagement of students marginalized by test-practice protocols.
ISSN:0013-5984
DOI:10.1086/700267