ABSTRACT

In this paper we identify and systematically analyse research regarding student voice in the classroom, with the aim of suggesting areas and questions to strengthen the research base. The introductory section presents a rationale for, and definition of, voice, followed by details of how the systematic analysis was conducted. A consideration of what has been termed pedagogic voice leads to our offering a definition with more encompassing parameters in terms of the dimensions research should consider. The components of our definition are then applied to existing studies of pedagogic voice. Our analyses show that few consider the whole picture; specifically, few present evidence of response to student voice or of outcomes from that response. Such evidence is needed to evaluate the extent to which student voice is instrumental in the enhancement of teaching and learning. Researchers of voice, particularly as it relates to the classroom, need to design studies to trace more systematically the soliciting of voice or the opportunity for voice to be employed; through to the hearing, the reception and response; to the outcome of that response in terms of changed practice, including student awareness of their part in the changed practice, to the outcomes for learning.

摘要

在本文中，我们确定并系统地分析了关于课堂学生声音的研究，旨在提出加强研究基础的领域和问题。介绍部分介绍了声音的基本原理和定义，然后详细介绍了如何进行系统分析。对所谓的教学声音的考虑导致我们在研究应考虑的维度方面提供了一个包含更多参数的定义。然后将我们定义的组成部分应用于现有的教学声音研究。我们的分析表明，很少有人考虑全局；具体而言，很少有证据表明对学生声音的反应或该反应的结果。需要这样的证据来评估学生的声音在多大程度上有助于提高教学和学习。声音研究人员，特别是与课堂相关的研究人员，需要设计研究以更系统地追踪声音的征集或使用声音的机会；一直到听证会、接待和回应；就改变的实践而言，这种反应的结果，包括学生对他们在改变的实践中的作用的认识，以及学习的结果。