TY - JOUR
T1 - Educators’ perspectives on supporting student agency
AU - Moses, Lindsey
AU - Rylak, Danielle
AU - Reader, Tanya
AU - Hertz, Christine
AU - Ogden, Meridith
PY - 2020/4/2
Y1 - 2020/4/2
N2 - The literature on student agency is missing the voice and perspectives of teachers. Although theoretical and empirical research aims to explore student agency by observing and documenting the structures and supports involved in fostering agency, the field knows little of what student agency means to teachers who currently teach and who have experienced the highs and lows of recent educational reform efforts. This article includes three practicing educators, teaching in various contexts (region and grade level), to discuss student agency from their perspectives. These educators examine their classroom practice and develop a definition of agency rooted in reflections of classroom experiences, vignettes, and student and teacher dialogue. Teachers reflect on the obstacles they experience in their efforts to construct agentic spaces in their classrooms and the ways in which they harness their vision to continue to modify their instruction to fit a variety of learners and experiences.
AB - The literature on student agency is missing the voice and perspectives of teachers. Although theoretical and empirical research aims to explore student agency by observing and documenting the structures and supports involved in fostering agency, the field knows little of what student agency means to teachers who currently teach and who have experienced the highs and lows of recent educational reform efforts. This article includes three practicing educators, teaching in various contexts (region and grade level), to discuss student agency from their perspectives. These educators examine their classroom practice and develop a definition of agency rooted in reflections of classroom experiences, vignettes, and student and teacher dialogue. Teachers reflect on the obstacles they experience in their efforts to construct agentic spaces in their classrooms and the ways in which they harness their vision to continue to modify their instruction to fit a variety of learners and experiences.
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U2 - 10.1080/00405841.2019.1705106
DO - 10.1080/00405841.2019.1705106
M3 - Article
AN - SCOPUS:85082094982
VL - 59
SP - 213
EP - 222
JO - Theory into Practice
JF - Theory into Practice
SN - 0040-5841
IS - 2
ER -