Potential Abstract: This study examines how dynamic grading practices influence student learning outcomes within the context of social networks, with a specific focus on the concept of positionality. Through a mixed-methods approach, utilizing both quantitative social network analysis and qualitative data collection methods, we investigate how teachers’ grading behaviors interact with students’ social positions within the classroom network to shape educational experiences and outcomes. By considering the dynamic nature of grading and the complex social dynamics of classrooms, this research contributes to the ongoing dialogue surrounding equitable assessment practices and the impact of teacher-student relationships on academic achievement.
Potential References:
- Identity, positionality, and peer social networks: A case study of an adolescent refugee background student
- Positionality, epistemology, and social justice in the classroom
- Beyond the Grade: Understanding the Development and Spread of Alternative Grading Practices Using Q-Methodology
- Authors’ Positionality
- Positionality, intersectionality, and power: Socially locating the higher education teacher in multicultural education
