Student voice and classroom practice in
Ireland’s post-primary schools:
an exploration of exercises, experiences, and
emotions at the coalface
Skerritt, CraigORCID: 0000-0002-3695-758X
(2022)
Student voice and classroom practice in
Ireland’s post-primary schools:
an exploration of exercises, experiences, and
emotions at the coalface.
PhD thesis, Dublin City University.
The purpose of this mixed-methods research is to investigate how student voice takes place in
relation to classroom practice in Irish post-primary schools, and the views of both school staff
and students on this student voice. In doing this, particular attention is paid to the patronage and
socio-economic context of schools.
Several contributions to knowledge are made: a heuristic device as a starting point for future
research in the Irish context is developed and presented; how student voice is likely to be enacted
differently in different types of schools and schools in different settings is explored for the first
time; and stakeholders’ views on student voice being used in relation to classroom practice in
Irish post-primary schools are explicitly explored. This research is the first research of its kind in
Ireland, providing unprecedented knowledge and insights, and will be of interest and of use to
those involved in teaching, leadership and governance in schools, research in higher education,
and policy and advocacy in the public and voluntary sectors.
Through interviews with 101 participants in seven case study schools and a subsequent survey of
principals that yielded 95 responses, this research highlights how, inter alia, students are consulted
to different extents in different schools; student voice can be used to monitor teachers; and most
stakeholders in Irish post-primary schools are against the idea of students being consulted on
teacher performance.
This item is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 3.0 License. View License
Funders:
School of Policy and Practice, DCU
ID Code:
27227
Deposited On:
18 Nov 2022 14:31 by
Joe O'hara
. Last Modified 18 Nov 2022 14:31
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