Pragmatism in Student Voice Practice: What Does It Take to Sustain a Counter-Normative Reform in the Long-Term?

Autor/in	Biddle, Catharine
Titel	Pragmatism in Student Voice Practice: What Does It Take to Sustain a Counter-Normative Reform in the Long-Term?
Quelle	In: Journal of Educational Change, 20 (2019) 1, S.1-29 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Biddle, Catharine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1573-1812
DOI	10.1007/s10833-018-9326-3
Schlagwörter	Student Attitudes; Educational Change; Equal Education; Self Determination; Learner Engagement; Teacher Student Relationship; Longitudinal Studies; Case Studies; High School Students; Advantaged; Social Differences + Suchen Sie Ihr Suchwort? Schülerverhalten; Bildungsreform; Selbstbestimmung; Teacher student relationships; Lehrer-Schüler-Beziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sozialer Unterschied
Abstract	Youth self-determination has been shown to be key to supporting youth engagement in school. However, the latent custodial and sorting functions of schooling often interfere with reform efforts that seek to change the nature of the central relationship of schooling--that of teacher and student. While many studies exist of short-term reform efforts, few long-term efforts in the United States have successfully persisted. This study is a longitudinal, embedded case study of a network of high schools, supported by an intermediary organization, committed to elevating student voice. Through a critical examination of the rapid prototyping approach the intermediary organization credits with the long-terms success of its program, I trace the adaptations of student voice theory and practice that occurred across 17 schools over a period of 5 years. I find that key adaptations that buffered organizational pressures--most notably teacher resistance to student voice--also moved the initiative away from the equity-focus that it embraced in early iterations. These findings point to the significance of value clarity in counter-normative reforms committed to developmental change and the challenges of avoiding the trap of only enriching the experiences of the most advantaged students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01