Teacher–student disagreement diminished for co-designers and, in most cases, for the rest of the class¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The gap between teachers' and students' perceptions narrowed more in experimental groups than controls in classes 3, 4, and 5. → Karin D. Könings 2010

Evidence¶

Karin D. Könings 2010¶

Karin D. Könings, Saskia Brand-Gruwel, Jeroen J. G. van Merriënboer. (2010). Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction. Instructional Science (2011) 39:737–762. https://doi.org/10.1007/s11251-010-9152-3

q2 · i? · causal · r1

Per-class ANOVAs on teacher–student disagreement scores showed larger decreases for co-designers and the rest of the class than controls in classes 3, 4, and 5. No effect size printed in this summary sentence; impact null.

"Teacher–student disagreement decreased more for the co-designers and the rest of the class than for the control group (classes 3, 4, and 5)."

Karin D. Könings 2010 (2)¶

Karin D. Könings, Saskia Brand-Gruwel, Jeroen J. G. van Merriënboer. (2010). Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction. Instructional Science (2011) 39:737–762. https://doi.org/10.1007/s11251-010-9152-3

q2 · i? · causal · r2

The class 2 exception on student autonomy arose because the teacher's perception score dropped from 3.60 to 2.80 while student perceptions did not change, raising disagreement scores for both experimental student groups.

"In one case, teacher–student disagreement increased for the co-designers and the rest of class, but this was due to a decrease in the teacher’s perception, which increased the discrepancy scores (class 2)."

Discussion¶

Related Claims¶

• Co-designers' perceptions improved in some classes but unexpectedly decreased more than controls in others
• Teachers who held participatory design meetings reported changes in educational practice far more frequently than control teachers
• Student awareness of improvement differed sharply by role: most co-designers noticed improvement, most control students noticed none — related
• Perceived-desired discrepancies decreased for co-designers but often increased or decreased less for the rest of the class — reports the opposite