Date of Award

Spring 5-16-2024

Document Type

Dissertation

Degree Name

Doctor of Education

Department

School of Education

First Advisor

Dr. Jodi Bornstein

Second Advisor

Dr. Peggy Hickman

Third Advisor

Dr. Priscilla Jeter-Iles

Abstract

Abstract

This dissertation explored the intersectionality between student voice and classroom management within middle school educational settings through the perspective of ten urban middle school teachers. Classroom management is defined as the array of techniques educators employ to foster an environment conducive to learning, often characterized by order, focus, and positivity. This encompasses the establishment of explicit expectations and procedures, adept handling of student behaviors, and the promotion of an ambiance that nurtures student engagement and scholastic achievement. The significance of adept classroom management is particularly pronounced in urban middle schools, where it is pivotal for engendering affirmative learning contexts. However, the prevalent dependence on suspensions as a disciplinary tactic can detrimentally impact this goal by displacing students from the learning environment, thereby potentially aggravating behavioral challenges and educational inequities. As the educational community seeks viable alternatives to suspensions, the incorporation of student voice into classroom management emerges as a promising strategy. This approach has demonstrated potential in ameliorating conflicts, enhancing student-teacher rapport, and diminishing reliance on exclusionary disciplinary practices, which disproportionately usher Black children into the School-to-Prison Pipeline (STPP). The core ambition of this phenomenological qualitative research delved into ten urban middle school educators' perceptions of student voice and its integration into their classroom management tactics and strategies. Employing Critical Race Theory (CRT) as a conceptual framework, this study endeavored to dissect the dynamics of student voice within classroom management. This inquiry is critical for advancing our comprehension of how classroom management can evolve to more accurately mirror the multifaceted needs and viewpoints of a diverse student body. Such understanding is instrumental in guiding the reform of educational practices toward fostering more equitable and responsive learning environments.

The findings of this phenomenological qualitative study shed light on the importance of teachers’ use of integrating student perspectives into the realm of their classroom management decisions and relationship-building within educational settings. Through a nuanced exploration of lived experiences of ten urban middle school teachers, this research underscores the transformative potential inherent in amplifying student voices. By recognizing students as active contributors to their own learning environments, educators can foster a culture of mutual respect, empathy, and collaboration. This study highlights the multifaceted benefits of centering student voice, not only in fostering a sense of ownership and agency but also in nurturing positive teacher-student relationships.. Furthermore, the findings advocate for continued efforts towards paradigm shifts in traditional educational practices towards more inclusive and student-centered approaches. The teachers in my study all believed that by acknowledging and valuing the diverse perspectives and experiences of their students, they could do better work in cultivating environments that honor individuality and promote equity. This study serves as a catalyst for transformative reforms, urging stakeholders within the educational landscape to continue to (re)evaluate existing classroom management approaches, that are often top down and teacher-centered, to those that embrace strategies that prioritize the voices and agency of students. Ultimately, the implications of this research extend beyond the confines of the classroom, resonating with broader discussions surrounding educational equity, social justice, and democratic participation in schools. It calls for a continued focus on the power dynamics within educational spaces, positioning students as active collaborators in the co-creation of knowledge and the reimagining of educational practices. Through the integration of student voice in classroom management approaches, transformative reforms can be realized, paving the way for more inclusive, equitable, and empowering educational experiences for all.

Keywords: Student voice, classroom management, suspension, critical race theory, and school-to-prison-pipeline

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