Student agency, or the ability to manage one’s learning, can have significant effects on academic achievement as students take an active role in seeking, internalizing, and applying new knowledge.
The purpose of this study was to identify the instructional practices that may be useful for the development of different aspects of student agency (i.e., self-efficacy, self-regulated learning, and persistence) and determine whether these instructional practices are equally helpful for different subgroups of students.
In collaboration with four New Tech Network (NTN) high schools, AIR used a mixed-methods approach consisting of teacher and student surveys and focus groups as well as facilitation of a networked improvement community (NIC) to address the following research questions:
- What practices do teachers employ to provide feedback to students on their performance that assist with the development of student agency?
- What contextual factors do teachers view as facilitators of, or challenges to, implementing these practices?
- How well do student survey questions measure student agency?
- Were the measurement properties of the agency scales consistent over time and across the student subgroups?
- Are there significant subgroup differences in measures of student agency?
- How does student agency change during the school year?
- Do changes in student agency during the school year differ between subgroups of students?
- How do teachers use data to inform their practices?
For more information on the study and discussion of results, see the final report, Maximizing Student Agency: Implementing and Measuring Student-Centered Learning Practices or view the related webinar which reflects on key findings, their implications, and the role of networked improvement communities: