This study illustrates the need for classroom instruction to support student agency. Given the increased demands of a competitive, global society, today’s educators must provide instruction that builds upon this important yet elusive... more
This study illustrates the need for classroom instruction to support student agency. Given the increased demands of a competitive, global society, today’s educators must provide instruction that builds upon this important yet elusive construct. When students act on their sense of agency, they take action and initiate the direction of the instructional situation. When teachers recognize and build upon student inquiries, spaces to foster student agency develop. Using classroom vignettes, of a fourth grade classroom, student agency is explored through instructional actions and discourse. Findings suggest that a central aspect of student agency is the ability for students to take the initiative and to act upon their understandings. However, as evidenced by the teacher in this study, promoting student agency is a challenging and complex task. Practical implications and future research is discussed.
