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• Introduction
• What did the study find out about student views on their learning preferences?
• What made students feel motivated?
• What did the researchers conclude from the findings?
• The study design
• What are the implications for head teachers and teachers?
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Pupils, the forgotten partners in Education Action Zones

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Pupil Voice

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Authors

Whitehead, J. and Clough, N., University of the West of England, UK.

Publisher

Journal of Education Policy Vol. 19, No. 2, March 2004

Introduction

If schools in Education Action Zones (EAZs) are going to make real strides in raising behaviour and academic standards then they need to start consulting pupils, according to the authors of this research report.  The Government established the first (EAZs) in 1997 to raise standards of behaviour and academic attainment in areas of significant disadvantage.  Education Action Forums (EAFs), the local decision making bodies within EAZs, were asked to empower people and communities to find radical, innovative solutions to problems of underachievement.  But few zones have explicitly involved students in this process.  So what do students think about their learning?  This research aimed to find out. 

 

The researchers set out to explore the views of students on the factors which they thought helped or hindered their learning.  The 139 Year 8 pupils came from two schools in an EAZ. In this first stage report, the researchers found that students preferred learning activities which enabled them to work in friendship groups through practical work and discussion with peers.  Many students disliked whole class work.  They were motivated by a variety of factors, including future prospects.  80% of pupils identified poor behaviour by others as the main factor hindering their learning.  The research found the majority of pupils responded positively to being consulted about their learning environment.