Kate Stickley's Master's Thesis Project - LIT REVIEW

 

LIT REVIEW

SECTION I: Examining Key Issues

SECTION II: Re-Constructing the Issues

SECTION III: Conclusions, Possibilities, Challenges, and Topics for Further Investigation

SECTION III: Conclusions, Possibilities, Challenges, and Topics for Further Investigation

In the third section conclusions are drawn, possibilities are proposed, challenges are identified and topics for further investigation are suggested.

            Some would say that data driven analytics inhibits student voice but doesn't it help to express the voice as well? Isn't a baseline necessary for comparison? . But instead of siding with one form of education practices or another, why not incorporate all best practices in order to achieve a better system of education?

Conclusions

            All assessment approaches should be seen as possibly viable, and errors should be seen as having potential for future success. Even the champions of standards based education reform are finding that they are unable to base education purely on data driven analytics. (The MET Project) One of the more recent attempts to correct this is the push for curriculums which include multi-cultural literature. “While traditional learning encourages the dominant discourse of cultural hegemony, critical literacy redefines in the parameters of knowledge and power by making space for oppressed voices to name their experiences, reclaim their history, and transform their future.” (Davis, 1998)

Possibilities

            By deconstructing the research, it will be shown that if all stakeholders see themselves as both learner and student, then each stakeholder position will be understood and expressed in terms of knowing, doing and becoming and as a result, teaching practices will become more culturally relevant and inclusive which will in turn promote democratic education. (Cook-Sather, 2006,)

Challenges

            Misunderstandings will arise as the process moves from fixed to fluid. It will take time and practice to set up inclusive frameworks. Student feedback should be tied to ratings only after training has been provided for both students and educators to experience and understand the use of such measures. (Marzano, 2012, Hoban & Hastings, 2006) It involves training both student and teacher to think more critically and to listen and reason with more sophistication. (Reay, 2006)

Suggested Topics for Further Study

            Raising the bar to require more rigorous understanding of what it means to learn and what it means to teach, promotes Democratic Education. Student analytics are powerful tools and they are just as much a measure, in some way, of student voice. (Tovani, 2012)


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