Student Voice
Increasing Student Voice in High School Reform: Building Partnerships, Improving Outcomes by Dana L. Mitra and Steven Jay Gross
Educational Management Administration & Leadership, 2009, Vol 37(4) 522–543
DOI: 10.1177/1741143209334577
Educational Management Administration & Leadership, 2009, Vol 37(4) 522–543
DOI: 10.1177/1741143209334577
Student Voices: Generating Reform From the Inside Out
Susan Yonezawa & Makeba Jones
Theory Into Practice
Volume 48, Issue 3, 2009, 205-212
DOI:10.1080/00405840902997386
Susan Yonezawa & Makeba Jones
Theory Into Practice
Volume 48, Issue 3, 2009, 205-212
DOI:10.1080/00405840902997386
What Students Need, What Students Say They Want: Student Perspectives on the Promise of Smaller Learning Communities
by Cathleen L. Armstead, Ann G. Bessell, Sabrina Sembiante & Miriam Pacheco Plaza
Peabody Journal of Education
Volume 85, Issue 3, 2010, 365-374
DOI:10.1080/0161956X.2010.491706
by Cathleen L. Armstead, Ann G. Bessell, Sabrina Sembiante & Miriam Pacheco Plaza
Peabody Journal of Education
Volume 85, Issue 3, 2010, 365-374
DOI:10.1080/0161956X.2010.491706
Strengthening Student Voice Initiatives in High Schools: An Examination of the Supports Needed for School-Based Youth-Adult Partnerships
by Dana Mitra
Volume 40 Number 3, March 2009 311-335
doi: 10.1177/0044118X08316211
by Dana Mitra
Volume 40 Number 3, March 2009 311-335
doi: 10.1177/0044118X08316211
Synopsis
In an extensive study of Small Learning Communities (SLCs) within large high schools in Florida, Armstead, Bessell, Sembiante and Plaza (2010) found that students want to develop strong, collaborative relationships with their teachers. In fact, such collaborative relationships can lead to student engagement, empowerment and improvements in instruction and curriculum (Yonezawa & Jones, 2009; Mitra & Gross, 2009). However, in traditional settings, teachers often resist a true collaborative relationship between students and teachers (Mitra, 2009).
Yonezawa and Jones (2009) contend that when teachers accept students as educational partners, they gain access to qualitative data that is essential to school improvement efforts. As noted by Mitra and Gross, “Student voices can help increase the tension and focus on pressing issues when needed” (2009, p. 522). In fact, in studies conducted in the United States, Canada, England and Australia, when educators provide students opportunities for authentic leadership, student development is positively impacted.
Unfortunately, as indicated by Mitra (2009), teachers do not regularly provide students with collaborative leadership opportunities. Mitra (2009) suggests teachers develop the role of coach and co-collaborator with students. The shift in teacher role requires support from educational leaders. Mitra (2009) recommends leaders (1) eliminate hierarchies that prevent authentic relationships between students and teachers, (2) set short-term goals and celebrate the successes of reaching those goals, and (3) establish time for student-teacher collaboration. Although these steps are complicated, they are necessary in reaching all students. The research indicates that empowering and engaging students in and out of the classroom results in individual and school academic improvements.
Yonezawa and Jones (2009) contend that when teachers accept students as educational partners, they gain access to qualitative data that is essential to school improvement efforts. As noted by Mitra and Gross, “Student voices can help increase the tension and focus on pressing issues when needed” (2009, p. 522). In fact, in studies conducted in the United States, Canada, England and Australia, when educators provide students opportunities for authentic leadership, student development is positively impacted.
Unfortunately, as indicated by Mitra (2009), teachers do not regularly provide students with collaborative leadership opportunities. Mitra (2009) suggests teachers develop the role of coach and co-collaborator with students. The shift in teacher role requires support from educational leaders. Mitra (2009) recommends leaders (1) eliminate hierarchies that prevent authentic relationships between students and teachers, (2) set short-term goals and celebrate the successes of reaching those goals, and (3) establish time for student-teacher collaboration. Although these steps are complicated, they are necessary in reaching all students. The research indicates that empowering and engaging students in and out of the classroom results in individual and school academic improvements.