The development of student voice is included under the social and emotional learning (SEL) umbrella and is the focus of this practitioner action research study with a youth cooperative co-inquiry component. The research was designed to develop a thorough understanding of student and faculty perceptions of the prioritization of student voice for the creation and implementation of advising curriculum that is relevant and useful to students, and the supports for and inhibitors to the development and practice of student voice through the school’s advising program.
In this study, student voice is defined as the articulation (through words and behaviors) of one’s sense of self (which includes one’s identity, one’s truth—including ideas, perspectives, and beliefs—and one’s values). Student focus groups, faculty interviews, fieldnote journal entries, and archival data were collected and analyzed. Findings include the need for (1) a clear, shared vision that includes student and faculty voices, (2) strong and authentic mentor-mentee relationships, (3) distributed leadership, (4) ongoing faculty training and support, and (5) a dependable structure for regular and ongoing feedback. The implications of these findings for practice and research involve the relationship between a strong, distributed leadership model and the creation of authentic spaces for student voice.
|Commitee:||Kuriloff, Peter, McKee, Annie|
|School:||University of Pennsylvania|
|Department:||Educational and Organizational Leadership|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 79/10(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Secondary education|
|Keywords:||Advisory, Distributed leadership, Student voice|
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