Current Research

The Research

What does the research say about student feedback and its importance in the educational process?  Below are a few research studies to consider as we move towards more student inclusion in the planning process.

Abell, M. M., Jung, E., & Taylor, M., (2011). Students’ perceptions of classroom instructional environments in the context of ‘universal design for learning’. Learning Environ Res, 14, 171-185. doi: 10.1007/s10984-011-9090-2

Becerra, D. (2012). Perceptions of educational barriers affecting the academic achievement of latino K-12 students. Children & Schools, 34(3), 167-177. doi: 10.1093/C5/cds001

Bron, J. & Veugelers, W. (2014). Why we need to involve our students in curriculum design: Five arguments for student voice. Curriculum and Teaching Dialogue, 16(1-2), 125-139. Retrieved from Education Research Complete database (99391992).

Chung-Do, J., Filibeck, K., Goebert, D. A., Arakawa, G., Fraser, D., Laboy, J., & Minakami, D. (2013). Understanding students’ perceptions of a high school course designed to enhance school connectedness. Journal of School Health, 83(7), 478-484. doi: 10.1111/josh.12055

Edu, D., & Edu, G. (2013). Attitude and experience as influencing variables of teachers’ perception of difficult concepts in primary science in Ikom educational zone, Cross River State, Nigeria: The need for curriculum review. International Education Research, 1(1), 60-68. doi: 10.12735/ier.v1i1p60

Friend, J. & Caruthers, L. (2012). Reconstructing the cultural context of urban schools: Listening to the voices of high school students. Educational Studies, 48, 366-388. doi: 10.1080/00131946.2011.647152

Gautreau, B. T., & Binns, I. C. (2012). Investigating student attitudes and achievements in an environmental place-based inquiry in secondary classrooms. International Journal of Environmental & Science Education, 7(2), 167-195. Retrieved from http://eric.ed.gov/?id=EJ990515

Goodman, J. & Eren, N. (2013). Student agency: Success, failure, and lessons learned. Ethics and Education, 8(2), 123-139. doi: http://dx.doi.org/10.1080/17449642.2013.843360

Iachini, A. L., Buettner, C., Anderson-Butcher, D., & Reno, R. (2013). Exploring students’ perceptions of academic disengagement and reengagement in a dropout recovery charter school setting. Children & Schools, 35(2), 113-120. doi: 10.1093/cs/cdtO05

Jagersma, J., & Parsons, J. (2011) Empowering students as active participants in curriculum design and implementation. New Zealand Journal of Teachers’ Work, 8(2), 114-121. Retrieved from http://www.teacherswork.ac.nz/journal/volume8_issue2/jagersma.pdf

Mitchell, M. M., Bradshaw, C. P., & Leaf, P. J. (2010). Student and teacher perceptions of school climate: A multilevel exploration of patterns of discrepancy. Journal of School Health, 80(6), 271-279. Retrieved from http://dx.doi.org.library.capella.edu/10.1111/j.1746-1561.2010.00501.x

Ravet, J. (2007). Making sense of disengagement in the primary classroom: a study of pupil, teacher and parent perceptions. Research Papers in Education, 22(3), 333–362. doi: 10.1080/02671520701497589

Sungur, S., & Gungoren, S. (2009). The role of classroom environment perceptions in self-regulated learning and science achievement. Elementary Education Online, 8(3), 883-900. Retrieved from http://ilkogretim-online.org.tr/vol8say3/v8s3m19.pdf

Thompson, P. (2009). Consulting secondary school pupils about their learning. Oxford Review of Education, 35(6), 671-687. doi: 10.1080/03054980903357319