Student-Teacher Collaboration and Exploring Student Voice to Improve Classroom Instruction and Action Planning in Grade Nine Health Education
| dc.contributor.advisor | Salm, Twyla | |
| dc.contributor.author | Beliveau, Kendra Janelle | |
| dc.contributor.committeemember | Lewis, Patrick | |
| dc.contributor.committeemember | Bazzul, Jesse | |
| dc.contributor.externalexaminer | Martin, Ronald | |
| dc.date.accessioned | 2018-11-22T21:44:39Z | |
| dc.date.available | 2018-11-22T21:44:39Z | |
| dc.date.issued | 2017-12 | |
| dc.description | A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Master of Education in Curriculum & Instruction, University of Regina. vii, 136 p. | en_US |
| dc.description.abstract | The purpose of this action research study was to understand my role as a health educator by encouraging student voice in my grade nine health classrooms. My intent was to collaborate and facilitate student-centered learning with grade nine students to produce meaningful action/advocacy plans in health education. The intent was for students to experience a safe discursive space, and a supportive learning environment to self-express and engage in a wider understanding of complex social and health issues. My aim of this research project is to empower students to have a voice and enable all participants to engage in change through social action. I collected data using student exit slips, student artifacts, crucial conversations, and a reflective journal. As I progressed through the phases of action research, my investigation into how I perceived student voices and student-centered learning in my grade 9 health education classrooms highlighted four emerging themes. The first theme highlighted three types of student voice (authoritative, critical and therapeutic) that emerged from the data. I was challenged with truly listening to student voice and the impact their words had on my role as a health educator. The second theme challenges power and privilege that exist within the classroom and school environment. I also discuss the connection between student voice and engagement, while discussing the power of silence in the classroom. The third theme documents my personal struggles shifting from teacher-centered to student-centered learning in health education. Finally, the fourth theme discusses the role of student voice in assessment practices. | en_US |
| dc.description.authorstatus | Student | en |
| dc.description.peerreview | yes | en |
| dc.identifier.tcnumber | TC-SRU-8446 | |
| dc.identifier.thesisurl | https://ourspace.uregina.ca/bitstream/handle/10294/8446/Beliveau_Kendra_MED_CI_Spring2018.pdf | |
| dc.identifier.uri | https://hdl.handle.net/10294/8446 | |
| dc.language.iso | en | en_US |
| dc.publisher | Faculty of Graduate Studies and Research, University of Regina | en_US |
| dc.title | Student-Teacher Collaboration and Exploring Student Voice to Improve Classroom Instruction and Action Planning in Grade Nine Health Education | en_US |
| dc.type | Thesis | en |
| thesis.degree.department | Faculty of Education | en_US |
| thesis.degree.discipline | Curriculm and Instruction | en_US |
| thesis.degree.grantor | University of Regina | en |
| thesis.degree.level | Master's | en |
| thesis.degree.name | Master of Education (MEd) | en_US |