With or without you? Exploring student perception survey assessment data as a teacher-student (un)shared process

References

• Alderson, P. (2000). Children as researchers: The effects of participation rights on research methodology. In P. Christensen & A. James (Eds.), Research with children (pp. 241–257). Falmer Press.
   Google Scholar
• Bland, D., & Atweh, B. (2007). Students as researchers: Engaging students’ voices in PAR. Educational Action Research, 15(3), 337–349. https://doi.org/10.1080/09650790701514259
   Google Scholar
• Conner, J. O. (2022). Educators’ experiences with student voice: How teachers understand, solicit, and use student voice in their classrooms. Teachers & Teaching, 28(1), 12–25. https://doi.org/10.1080/13540602.2021.2016689
   Web of Science ®Google Scholar
• Dewey, J. (1910). How to think. D.C. Heath. https://doi.org/10.1037/10903-000
   Google Scholar
• Dewey, J. (1916). Democracy and education: The collected works of John Dewey, middle works (Vol. 9). Southern Illinois University Press.
   Google Scholar
• Dewey, J. (1933). How we think. DC Heath and Co.
   Google Scholar
• Elliott, R., & Timulak, L. (2005). Descriptive and interpretive approaches to qualitative research. In J. Miles & P. Gilbert (Eds.), A handbook of research methods for clinical and health psychology (pp. 147–159). Oxford University Press.
   Google Scholar
• Fielding, M. (2001). Students as radical agents of change. Journal of Educational Change, 2(2), 123–141. https://doi.org/10.1023/A:1017949213447
   Google Scholar
• Fielding, M., & Bragg, S. (2003). Students as researchers: Making a difference. Pearson Publishing.
   Google Scholar
• Finefter-Rosenbluh, I. (2016). Behind the scenes of reflective practice in professional development: a glance into the ethical predicaments of secondary school teachers. Teaching & Teacher Education, 60, 1–11.
   Web of Science ®Google Scholar
• Finefter-Rosenbluh, I. (2020). ‘Try walking in my shoes’: teachers’ interpretation of student perception surveys and the role of self-efficacy beliefs, perspective taking and inclusivity in teacher evaluation. Cambridge Journal of Education, 50(6), 747–769.
   Web of Science ®Google Scholar
• Finefter-Rosenbluh, I. (2022). Between student voice-based assessment and teacher-student relationships: teachers’ responses to ‘techniques of power’ in schools. British Journal of Sociology of Education, 43(6), 842–859.
   Web of Science ®Google Scholar
• Finefter-Rosenbluh, I., Berry, A., & Ryan, T. (in press). Acting upon student voice-based teaching assessment initiatives: An account of participatory action research for teacher professional learning. Journal of Teacher Education. https://doi.org/10.1177/00224871231200278
   Web of Science ®Google Scholar
• Finefter-Rosenbluh, I., Berry, A., & Ryan, T. (in press). Acting upon student voice-based teaching assessment initiatives: An account of participatory action research for teacher professional learning. Journal of Teacher Education. doi:10.1177/00224871231200278
   Web of Science ®Google Scholar
• Finefter-Rosenbluh, I., Ryan, T., & Barnes, M. (2021). The impact of student perception surveys on teachers’ practice: Teacher resistance and struggle in student voice-based assessment initiatives of effective teaching. Teaching & Teacher Education, 106, 103436.
   Web of Science ®Google Scholar
• Gehlbach, H., Robinson, C. D., Finefter-Rosenbluh, I., Benshoof, C., & Schneider, J. (2018). Questionnaires as interventions: can taking a survey increase teachers’ openness to student feedback surveys? Educational Psychology, 38(3), 350–367.
   Web of Science ®Google Scholar
• Gillett-Swan, J. K. (2018). Children’s analysis processes when analysing qualitative research data: A missing piece to the qualitative research puzzle. Qualitative Research, 18(3), 290–306. https://doi.org/10.1177/1468794117718607
   Web of Science ®Google Scholar
• Greenwood, D. J., & Levin, M. (2007). Introduction to action research, social research for social change (2nd ed.). Sage.
   Google Scholar
• Hardy, I. (2018). Governing teacher learning: Understanding teachers’ compliance with and critique of standardization. Journal of Education Policy, 33(1), 1–22. https://doi.org/10.1080/02680939.2017.1325517
   Web of Science ®Google Scholar
• Harris, D. N., Ingle, W. K., & Rutledge, S. A. (2014). How teacher evaluation methods matter for accountability: A comparative analysis of teacher effectiveness ratings by principals and teacher value-added measures. American Educational Research Journal, 51(1), 73–112. https://doi.org/10.3102/0002831213517130
   Web of Science ®Google Scholar
• Harrison, C. (2013). Collaborative action research as a tool for generating formative feedback on teachers’ classroom assessment practice: The KREST project. Teachers & Teaching, 19(2), 202–213. https://doi.org/10.1080/13540602.2013.741839
   Web of Science ®Google Scholar
• Jacob, B. A., & Lefgren, L. (2008). Can principals identify effective teachers? Evidence on subjective performance evaluation in education. Journal of Labor Economics, 26(1), 101–136. https://doi.org/10.1086/522974
   Web of Science ®Google Scholar
• Kahne, J., Bowyer, B., Marshall, J., & Hodgin, E. (2022). Is responsiveness to student voice related to academic outcomes? Strengthening the rationale for student voice in school reform. American Journal of Education, 128(3), 389–415. https://doi.org/10.1086/719121
   Google Scholar
• Kirby, P. (1999). Involving young researchers: How to enable young people to design and conduct research. Joseph Rowntree Foundation.
   Google Scholar
• Kirk, D., & MacDonald, D. (2001). Teacher voice and ownership of curriculum change. Journal of Curriculum Studies, 33(5), 551–567. https://doi.org/10.1080/00220270010016874
   Web of Science ®Google Scholar
• Kraft, M. A., & Gilmour, A. F. (2017). Revisiting the widget effect: Teacher evaluation reforms and the distribution of teacher effectiveness. Educational Researcher, 45(5), 234–249. https://doi.org/10.3102/0013189X17718797
   Google Scholar
• Kuhfeld, M. (2017). When students grade their teachers: A validity analysis of the tripod student survey. Educational Assessment, 22(4), 253–274. https://doi.org/10.1080/10627197.2017.1381555
   Web of Science ®Google Scholar
• Leitch, R., Gardner, J., Mitchell, S., Lundy, L., Odena, O., Galanouli, D., & Clough, P. (2007). Consulting pupils in assessment for learning classrooms: The twists and turns of working with students as co‐researchers. Educational Action Research, 15(3), 459–478. https://doi.org/10.1080/09650790701514887
   Google Scholar
• Loughran, J., Keast, S., & Cooper, R. (2016). Pedagogical reasoning in teacher education. In J. Loughran & M. L. Hamilton (Eds.), International Handbook of Teacher Education: Vol. 1. (pp. 387–421). Springer.
   Google Scholar
• Mitra, D. (2007). Student voice in school reform: From listening to leadership. In D. Thiessen & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school (pp. 727–744). Springer Netherlands. https://doi.org/10.1007/1-4020-3367-2_29
   Google Scholar
• Mitra, D. (2018). Student voice in secondary schools: The possibility for deeper change. Journal of Educational Administration, 56(5), 473–487. https://doi.org/10.1108/JEA-01-2018-0007
   Web of Science ®Google Scholar
• Mockler, N., & Groundwater-Smith, S. (2015). Seeking for the unwelcome truths: Beyond celebration in inquiry-based teacher professional learning. Teachers & Teaching, 21(5), 603–614. https://doi.org/10.1080/13540602.2014.995480
   Web of Science ®Google Scholar
• Panorama Education. (2015). Validity brief: Panorama student survey. https://go.panoramaed.com/hubfs/Panorama_January2019%20/Docs/validity-brief.pdf.
   Google Scholar
• Panorama Student Survey. (2020). User guide.https://panorama-www.s3.amazonaws.com/files/panorama-student-survey/User-Guide.pdf.
   Google Scholar
• Perry-Hazan, L. (2021). Conceptualising conflicts between student participation and other rights and interests. Discourse: Studies in the Cultural Politics of Education, 42(2), 184–198. https://doi.org/10.1080/01596306.2019.1599324
   Web of Science ®Google Scholar
• Smit, B., Meirink, J., Berry, A., & Admiraal, W. (2020). Source, respondent, or partner? Involvement of secondary school students in participatory action research. International journal of educational research, 100. https://doi.org/10.1016/j.ijer.2020.101544
   Web of Science ®Google Scholar
• Stark, J. L. (2014). The potential of Deweyan-inspired action research. Education and Culture, 30(2), 87–101. https://doi.org/10.1353/eac.2014.0013
   Google Scholar
• Steinberg, M. P., & Donaldson, M. L. (2016). The new educational accountability: Understanding the landscape of teacher evaluation in the post-NCLB era. Education Finance and Policy, 11(3), 340–359. https://doi.org/10.1162/EDFP_a_00186
   Web of Science ®Google Scholar
• Taylor, C., & Robinson, C. (2009). Student voice: Theorising power and participation. Pedagogy, Culture & Society, 17(2), 161–175. https://doi.org/10.1080/14681360902934392
   Google Scholar
• Thomson, P., & Gunter, H. (2007). The methodology of students-as-researchers: Valuing and using experience and expertise to develop methods. Discourse: Studies in the Cultural Politics of Education, 28(3), 327–342. https://doi.org/10.1080/01596300701458863
   Google Scholar
• UN Convention on the Rights of the Child. (1989). U.N. Doc. A/RES/44/25.
   Google Scholar
• VicDET. (2018). Practice principles for excellence in teaching and learning. https://fusecontent.education.vic.gov.au/45f340de-f24a-4df3-97f1-f928402fcae9/practiceprinreflection.pdf
   Google Scholar
• VicDET. (2019). Victorian practice principles for excellence in teaching. https://www.education.vic.gov.au/Documents/school/teachers/support/practiceprinciples.pdf
   Google Scholar
• VicDET. (2020a). Data collection and surveys. https://www2.education.vic.gov.au/pal/data-collection-surveys/guidance/attitudes-school-survey.
   Google Scholar
• VicDET. (2020b). Student voice. https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/humanities/civics/Pages/studentvoice.aspx.
   Google Scholar
• VicDET. (2021). Performance and development for teacher class employees. https://www2.education.vic.gov.au/pal/performance-and-development-teacher-class-employees/overview
   Google Scholar
• Wilkerson, D. J., Manatt, R. P., Rogers, M. A., & Maughanm, R. (2000). Validation of student, principal, and self-ratings in 360° feedback (registered) for teacher evaluation. Journal of Personnel Evaluation in Education, 14(2), 179–192. https://doi.org/10.1023/A:1008158904681
   Google Scholar