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"Student participation (School administration)"
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A school of our own : the story of the first student-run high school and a new vision for American education
\"A School of Our Own tells the remarkable story of the Independent Project, the first student-run high school in America. Founder Samuel Levin, a high school junior who had already achieved international fame for creating Project Sprout-the first farm-to-school lunch program in the United States-was frustrated with his own education and saw disaffection among his peers. In response, he lobbied for and created a new school based on a few simple ideas about what kids need from their high school experience. The school succeeded beyond anyone's wildest expectations and went on to be featured in Newsweek, NPR, and the Washington Post. Since its beginnings in 2010, the Independent Project serves as a national model for inspiring student engagement. In creating his school, Samuel collaborated with Susan Engel, the noted developmental psychologist, educator, and author-and Samuel's mother. A School of Our Own is their account of their life-changing year in education, a book that combines poignant stories, educational theory, and practical how-to advice for building new, more engaging educational environments for our children\"-- Provided by publisher.
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Student participation in elementary mathematics classrooms: the missing link between teacher practices and student achievement?
Engaging students as active participants in mathematics classroom discussions has great potential to promote student learning. Less well understood is how teachers can promote beneficial student participation, and how teacher-student interaction relates to student achievement.This study examined how the kinds of teacher practices that may encourage beneficial student participation relate to student achievement in elementary school mathematics classrooms. Using videotaped recordings, we examined the extent to which students explained their own ideas and engaged with others' ideas and how teachers supported these kinds of student participation. Linking teacher practices, student participation, and achievement all at the individual student level, we found that student achievement was best predicted by the combination of teacher practices and student participation. The results show that taking into account student participation is necessary for understanding how teaching practices relate to student mathematics learning.
Journal Article
Transformation of classroom spaces: traditional versus active learning classroom in colleges
Educational environment influences students' learning attitudes, and the classroom conveys the educational philosophy. The traditional college classroom design is based on the educational space that first appeared in medieval universities. Since then classrooms have not changed except in their size. In an attempt to develop a different perspective of educational environment, a new design of classroom, the active learning classroom (ALC), was established at SoongSil University in Korea. Two questionnaire surveys were conducted for diagnosing the educational effects of students' learning in the ALC and comparing the results with those obtained regarding the traditional classroom. The result proved the existence of a 'golden zone' and a 'shadow zone' in the traditional classroom, which discriminate students' learning experiences depending on seating positions. On the contrary, the ALC did not produce such positional discrimination. Students perceived the ALC environment as more inspirational, especially in regards to active class participation. Students with more emphasis on academic achievement showed greater tendency to share information and to create new ideas in the ALC. However, in the traditional classroom setting, only students with high GPAs were more motivated to learn while the gap in learning attitudes was offset in the ALC setting. In-depth discussions about research findings were undertaken and four suggestions were provided in support of school administrators and relevant institutional personnel, faculty members, and researchers for future utilization of the ALC.
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Activating/Mobilizing Intersectional Assets: Racial Justice-Focused School Leadership Systems That Center Students of Color and Privilege Their Interests
Integrating Students of Color in school leadership offers ways to remediate the historical exclusion of Students of Color from schooling, develop asset-based educational practices for Students of Color, and offer rich developmental pathways for the students. Efforts to build more participatory leadership systems must consider how the unique assets that Students of Color bring to bear are positioned and leveraged within such leadership systems, the kinds of structures and practices that facilitate the meaningful participation of Students of Color in school leadership, and how the interests of Students of Color are privileged through their participation in school leadership. This paper examines three student cases that analyze the students’ participation in efforts aimed at centering students in conceptualizing, designing, and implementing digital media-integrated school practices. The analysis will show that a diverse set of student assets, such as their families’ political activism, career aspirations shaped by experiences with literature across borders, and experiences with navigating tensions across multiple axes of exclusion, helped the students navigate their emergent roles in school leadership. Such asset-based participation led to the activation/mobilization of such assets towards the students’ broader life and educational goals. Together, their experiences can help inform the ways we build asset-based, racial justice-focused school leadership systems that facilitate the meaningful participation of Students of Color.
Journal Article
A Teacher, a Tutor, a Friend: ChatGPT and the High School Experience
Given the increasing emergence of artificial intelligence (AI) in education, high school students' perspectives on ChatGPT are underrepresented in current research literature. As high school student researchers in an English Language Arts course, we approached this gap in literature by asking the question: In what ways do pressures within high school communities influence students\" perspectives on justifying or rejecting the use of ChatGPT? We interviewed 24 secondary students and conducted a thematic and discourse analysis, coding the interviews through the lenses of social goods (Gee, 2014), Figured Worlds (Holland et al., 1998), and positioning theory (Holland et al., 1998; Ingram & Elliott, 2019). We found that participants did not interpret ChatGPT within a binary accept-or-reject vacuum; rather, the ways in which students perceived the intersection of ChatGPT, social goods, and pressures informed the extent to which they positioned ChatGPT as a benefit or a detriment. Moreover, these social goods within the Figured World of school-e.g., high grades, learning, efficiency, ethics, humanity, and superiority-were determined and strengthened by pressures derived from other Worlds-e.g., parents, peers, and teachers. Lastly, we propose a set of general recommendations for policymaking at the teacher and administrative levels.
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Student Participation: Issues for the Governance of Higher Education
The paper reports findings of a research project aimed at developing insight into student participation in the governance of higher education institutions. The project was carried out in two institutions in Portugal, analyzing numbers and forms of participation, identifying facilitators and constraints to participation, and analyzing the students’ perceptions of their own participation. The study was carried out in the context of the European purpose of creating a cohesive European Higher Education Area (EHEA), and in light of theoretical perspectives of the sociology of public action. The concept of participation put forward by the Council of Europe in 2003 was mobilized in the sense that true participation involves making a difference in decision-making. The research objectives required both quantitative and qualitative data collection; therefore, a mixed-methods approach was adopted, including document analysis, interviews, and a questionnaire. The cross-analysis of the data collected enabled the researchers to characterize the participation of students in formal governing bodies and in other institutional contexts, identify facilitators and constraints to participation resulting either from the legal framework, the institutional culture, or personal contexts, and simultaneously capture individual perceptions of participation on the part of the students. The results enabled the authors to make a set of recommendations for political action both at national and institutional levels.
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Beyond Niceties: Urban Black and Latiné High School Students’ Racially and Culturally Situated Perceptions of Care
There are complexities in how care in schools is perceived by students and how achieving culturally relevant caring necessitates a deeper level of engagement. This case study delves into the perspectives of thirteen Black and Latiné students attending a justice-themed high school, focusing on their perceptions of caring orientations within the teacher-student relationship from the lens of culturally relevant caring. The findings highlight caring manifested through Knowledge, Receptivity, and Engrossment, noting that caring doesn't always serve as a pathway to justice. Furthermore, it explores caring through a critical community-based justice curriculum and caring through the building of racial solidarity. The implications for pedagogy are also discussed.
Journal Article
Relinquishing power: creating space for youth of color leaders
PurposeThe purpose of this manuscript is to demonstrate how school and district leaders supported the youth of color leadership initiatives at the district and school levels in ways to advance youth agencies and transformative change. The specific research question guiding this study was What actions do formalized leaders engage in to share leadership opportunities with the youth of color that protect student agencies and control?Design/methodology/approachA multi-site qualitative case study design was used, drawing on the understanding of shared leadership and student voice as analytical lenses.FindingsLeaders across both sites supported the youth of color leadership in three ways: (1) being open to new and different sources of knowledge related to persistent issues of inequity in their schools; (2) initiating spaces for the youth of color to engage in leadership and (3) buffering student leaders from outside pressures.Research limitations/implicationsThis research demonstrates the ways leaders with positional power can support youth of color leadership while not removing youth agencies and independence.Originality/valueThis manuscript contributes to existing scholarship by demonstrating how the understanding of shared leadership and student voice scholarship combines to deepen understanding of supporting youth of color leadership.
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Tuesday Night Lights: Preparing Students to Engage in Public Comment Opportunities at School Board Meetings
For several months in the spring and summer of 2024, a school district in which I was employed saw turmoil during public comment opportunities at its school board meetings. Accusations of a principal bullying Black students and having an antiLGBTQ+ agenda, supported by a complicit school board, led to hours of public comments from community members across moral, ethical, and ideological spectrums. Other community members lamented the \"moral erosion\" of society and called for the school board to enact policies that would serve as a bastion of innocence and neutrality for the community's children. Critiquing (Current) Rules regarding Public Comment Examining and critiquing rules regarding public comment at local board meetings (e.g., school board, city council, library board) reveals both practical needs and subtle but powerful influences on whose voices are most likely to be heard.
Journal Article
Socio-emotional Climate of School and Academic Achievement: Gender Differentials
The purpose of the study was to assess the gender differences in the perceived socio-emotional school climate of school and academic achievement among senior secondary school students in government and private schools. The study was carried out on 3 80 adolescents studying in government and private senior secondary schools in four zones of Ludhiana City. One government and one private school from each zone were randomly selected to complete the total sample of adolescents. The sample of adolescents in government (и=190) and private (w=l 90) schools were further equally distributed among genders (^=95 girls & n=95 boys). Demographic data was collected using a SelfStructured Personal Information Sheet. The Socio-Emotional School Climate Inventory by Sinha and Bhargava (2021) was used to assess the socio-emotional school climate among adolescents. Academic achievement was evaluated from the percentage and marks of the adolescent's last performance. Results indicated that irrespective of the type of school, girls perceived their socio-emotional school climate more positively than boys. Significantly more boys were average achievers in academics as compared to girls.
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