This study used a theoretical framework rooted in student voice to explore the perceptions, experiences, and recommendations of African American students at an elementary school that had implemented a test-centered curriculum. The study used data from focus group interviews conducted with a purposefully selected group of fourth- and fifth-grade students, supplemented with data classroom observations. Additional interview and survey data were collected by the participants using a participatory action research model. Findings revealed negative perceptions of test-centered instruction and a desire for a personal connection with teachers, with potential implications for racial identity. Participants recommended a definition of teacher quality that included (a) being helpful, (b) not yelling, and (c) creating exciting lessons. Findings also revealed that classroom-based student voice work may have positive implications for the engagement of students marginalized by test-practice protocols.

中文翻译：

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“我们只是在寻找答案”：非裔美国小学生在以考试为中心的学校环境中的声音

本研究使用植根于学生声音的理论框架来探索一所实施以考试为中心的课程的非裔美国学生的看法、经验和建议。该研究使用了焦点小组访谈的数据，这些数据是对有目的地选择的四年级和五年级学生进行的，并辅以课堂观察数据。参与者使用参与式行动研究模型收集了额外的访谈和调查数据。调查结果揭示了对以考试为中心的教学的负面看法以及与教师建立个人联系的愿望，这对种族认同有潜在影响。参与者推荐的教师素质定义包括 (a) 乐于助人，(b) 不大喊大叫，以及 (c) 创造令人兴奋的课程。