Using Elementary Student Voice in a "Teaching Diverse Learners" Course

• In Event: Sheraton Roundtable Session 30
  In Roundtable Session: Preservice Teacher Learning Through Various Collaborative Processes

Abstract

This paper describes the effective utilization of student voice work and participatory action research in an elementary “teaching diverse learners” course. The major assignment in the course uses a theoretical framework rooted in student voice to explore the perceptions, experiences, and recommendations of diverse elementary student focus groups. Focus group findings revealed negative perceptions of test-centered curriculum, and a desire for a personal connection with teachers and exciting lessons. Findings also revealed that classroom-based student voice work may have positive implications on the engagement of students marginalized by test-practice protocols. Most importantly, the assignment provides a working model to counter pre-service teacher stereotypes of marginalized youth.

Author

• Martin J. Wasserberg, University of North Carolina - Wilmington