Defining Academic Success: Comparing Teachers' Definitions to Researchers' Criteria

• In Event: 77.058 - MTCC Roundtable Session 36
  In Roundtable Session: 77.058-3 - (De)Coding Discourses of Teacher Education

Abstract

Young people are bombarded with messages about the value of academic success. However, one’s definition of academic success can be complex, with many nuances. Researchers have identified various ways to define academic success, however, the views of teachers have been largely missed. Therefore, we were interested in teachers’ definitions of academic success and how those definitions converge or diverge with the definitions utilized in research. We determined that teachers have multiple definitions of academic success. Furthermore, the definitions provided by teachers do match those used by researchers, however at times, their definitions go beyond those utilized in research suggesting teachers’ definitions of success are more nuanced than research criteria. Our findings highlight the complexity involved when defining academic success.

Authors

• Lauren Denise Goegan, University of Alberta

• Amanda Radil, St. Stephen's College

• Lia Marie Daniels, University of Alberta