Access

Health

Safety

Sustainable

Innovation

Elem girls cafeteria PS.jpg

Key Takeaway:&nbsp;Discover the inspiring journey of the "Salad Girls," a group of fifth-grade students who sparked a revolution in their school lunch policy.&nbsp; Through this compelling case study, educators will gain insights into the power of student voice, as these young leaders navigate roadblocks, conduct school-wide data collection, and bring about a district-wide policy change. This tale of empowerment demonstrates the transformative potential of teaching students to tackle real-world issues.Criteria:&nbsp;Prominence of author, compelling story/case study, implications for programs at the elementary school levelResource: <a href="https://journals.sagepub.com/doi/abs/10.3102/0002831212443079">https://journals.sagepub.com/doi/abs/10.3102/0002831212443079</a> &nbsp;$Title:&nbsp;Student Voice in Elementary School Reform: Examining Youth Development in Fifth GradersYear: 2012Author:&nbsp;Dana L. Mitra, Stephanie C. SerrierePrimary Author:&nbsp;Dana Mitra&nbsp;&nbsp; <a href="https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fed.psu.edu%2Fdirectory%2Fdr-dana-mitra&amp;data=05%7C01%7C%7C91cfc89a2ff04a91dd7108dad224f431%7C84df9e7fe9f640afb435aaaaaaaaaaaa%7C1%7C0%7C638053353450203305%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&amp;sdata=X73o1PjWxRvQfYPCSyhIiSmiefR4mT3laSn7urcYwKU%3D&amp;reserved=0">https://ed.psu.edu/directory/dr-dana-mitra</a><a href="https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdanamitra.net%2F&amp;data=05%7C01%7C%7C91cfc89a2ff04a91dd7108dad224f431%7C84df9e7fe9f640afb435aaaaaaaaaaaa%7C1%7C0%7C638053353450203305%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&amp;sdata=fSyUSNYqdRusXbJlvIBd1Vxsj18Io8pfcOp0uiFq9cI%3D&amp;reserved=0">https://danamitra.net/</a>Summation and Insights:&nbsp;This incredible case study chronicles the lives of “the Salad Girls,” six fifth-grade girls who decided to change the traditional salad served at their school lunch.&nbsp; Though many of us think of empowerment and changing school or public policy as the domain of adults or teenagers learning to be adults, this important study in student voice featured six elementary school girls, affectionately known in their school district as the “Salad Girls.”&nbsp; The Salad Girls came together over Dewey Elementary School’s premade lunch salad, served with croutons, cheese, and ham.&nbsp;&nbsp;One regular Friday afternoon in the cafeteria, three students, Tameka, Ayesha, and Haley discovered that none of them could eat the school salad served for lunch that day due to various health and religious reasons.&nbsp; Tameka was lactose-intolerant, Ayesha was Muslim, and Haley was an Orthodox Christian and it was a Friday.&nbsp; The three girls agreed that their lack of food choices was an important shared concern to bring to their teacher, Mrs. O.&nbsp;&nbsp;Starting with Mrs. O, the story of the Salad Girls is also the story of tremendous educators who empowered their students.&nbsp; Mrs O. had an incredible response to the Salad Girls.&nbsp; She told the girls that “she was proud of them” and helped them to set up a meeting with their principal, “Principal S.”&nbsp; Though the girls initial impulse was to picket and protest the school lunch, Principal S. led them in a different direction - toward an amazing civic journey that would transform each of their young lives.&nbsp; Teaching an “inquiry-based approach,” Principal S.’s first move was to direct the Salad Girls to the weekly school-wide community forum, or All School Gathering, where Tameka, Ayesha, and Haley presented their concerns to their peers and asked for their help - in the process picking up three more “Salad Girls” for the cause - Bella, Libby, and Madison.&nbsp; The girls ultimately were guided through a process in which they visited every single classroom in the school to ask other students’ opinions on changing the school salad.&nbsp;&nbsp;The Salad Girls took on the task of school-wide data collection and professionally presented this data to the school’s cafeteria coordinator and the district-wide cafeteria manager.&nbsp; At first, both cafeteria managers initially denied the “Salad Girls” request, citing roadblocks such as district requirements, efficiency, etc. but ultimately the district wide cafeteria manager agreed to run a pilot program at Dewey where the children would have three salad options, including one with no meat and one with no cheese.&nbsp; This successful policy was eventually adopted by the entire school district, and the Salad Girls became community heroes featured in the local paper and graced by a visit from the State Department of Health.&nbsp; This exercise in student voice, in which students take on active leadership roles in solving real-world problems, transformed these girls’ sense of their own empowerment and ability to affect change in the world.&nbsp; One quote from a Salad Girl says it best: “I know that I can change stuff now, and if I try hard enough that I can.”&nbsp;&nbsp;&nbsp;

Mitra, D. & Serriere, S. (2012) Student Voice in Elementary School Reform: Examining Youth Development in Fifth Graders

Student autonomy Pexel.jpg

Key Takeaway:&nbsp;This comprehensive literature review showcases the transformative power of student voice in K-12 schools, directly linking it to heightened student motivation, well-being, and engaged learning. The review provides educators with a goldmine of practical recommendations - ranging from promoting student choice and input, building trust, fostering collaboration, and encouraging reflection and community engagement. Enhance academic performance by empowering students in their learning journey.Criteria:&nbsp; An extensive literature review on studies regarding student voice, practical recommendations that can be implemented by educators at all levelsTitle:&nbsp; Optimizing the Power of Choice: Supporting Student Autonomy to Foster Motivation and Engagement in LearningYear:&nbsp; 2015Author:&nbsp;Miriam Evans and Alyssa R. BoucherPrimary Author:&nbsp; Miriam Evans&nbsp; <a href="https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.researchgate.net%2Fprofile%2FMiriam-Evans-2&amp;data=05%7C01%7C%7C8602adfb8c134a71e5ec08db2e400b30%7C84df9e7fe9f640afb435aaaaaaaaaaaa%7C1%7C0%7C638154624824720676%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&amp;sdata=9WUo49snFF9Fdz%2BW%2BB%2BuBs2sYwKYwoWiz6Lh5UeQ4vQ%3D&amp;reserved=0">https://www.researchgate.net/profile/Miriam-Evans-2</a>Summation and Insights:&nbsp;This extensive literature review examined studies on student voice across K-12 schools.&nbsp; Student voice, or creating meaningful opportunities for students to make choices about their learning experiences, is significantly tied to student motivation, well-being, and engaged learning.&nbsp; When educators promote student voice, it can lead to improved academic performance.&nbsp; The authors make several practical recommendations for educators looking for actionable ways to implement student voice in the classroom and promote engaged learning:Providing students with choice: Offering students a variety of choices in their learning, such as allowing them to select the topics they want to explore, can promote a sense of autonomy and increase engagement. Teachers can also offer students different ways to demonstrate their learning, such as through presentations, written work, or creative projects.Encouraging student input in decision-making: Teachers should involve students in the decision-making processes related to their education, such as setting classroom rules, choosing materials and resources, and determining the structure of lessons. This helps students feel more invested in their learning and fosters a sense of ownership.Building a culture of trust: Creating a safe and supportive learning environment is crucial for encouraging student voice. Teachers should establish trust by being open to students' ideas and opinions, actively listening to their concerns, and demonstrating empathy and understanding.Providing opportunities for collaboration: Teachers can facilitate collaboration among students by incorporating group work, peer feedback, and cooperative learning strategies. This promotes a sense of shared responsibility and helps students develop essential communication and problem-solving skills.Encouraging reflection and self-assessment: Providing opportunities for students to reflect on their learning experiences and assess their own progress is an essential aspect of promoting student voice. Some ways to achieve this could be through journaling, self-evaluation forms, or one-on-one conferences with teachers.Offering support and scaffolding: While it's important to offer choices, it's also important to provide scaffolding and support to help students make the most of those choices. This might include providing clear guidelines and expectations, offering feedback and guidance, and helping students to reflect on their choices and their learning.Engaging with parents and the community: Involving parents and the community in the educational process can help support student voice initiatives. Teachers can communicate with parents about the importance of student voice and encourage them to be involved in their child's education.By implementing these recommendations, educators, teachers, and administrators can help cultivate a learning environment that values and supports student voice. This not only benefits students in terms of motivation and engagement but can increase student academic performance and promote students’ overall well-being.&nbsp; Additionally, fostering student voice can lead to a more positive classroom environment and stronger relationships between students and teachers.&nbsp;

Evans, M. & Boucher, A. (2015) Optimizing the Power of Choice: Supporting Student Autonomy to Foster Motivation and Engagement in Learning

Contributive Learning AL.jpg PS.jpg

Key Takeaways:"Contributive Learning" offers a transformative approach to education, seamlessly blending academic and socio-emotional learning. TheLearnerFirst offers structured workshops and key insights into a "Lead Learner" methodology that can equip educators to holistically address students' educational and well-being needs.&nbsp;Criteria:&nbsp;In-depth analysis of an educational approach blending academic and socio-emotional learning, highlighting practical methodologies for holistic student developmentResource:&nbsp;<a href="https://www.thelearnerfirst.com/2022/06/06/engage-in-contributive-learning/">https://www.thelearnerfirst.com/2022/06/06/engage-in-contributive-learning/</a>Title: Contributive LearningYear: 2022Author: Beth Hamilton, Executive Director at TheLearnerFirst<a href="https://www.thelearnerfirst.com/about/meet-the-team/">https://www.thelearnerfirst.com/about/meet-the-team/</a>Summation and Insights:In the evolving landscape of education, "Contributive Learning" emerges as a beacon for holistic educational approaches that integrate both academic and socio-emotional learning. This educational philosophy pivots on a simple yet profound notion: learning to add to the world. It emphasizes the intertwined nature of academic and socio-emotional learning. “Contributive Learning” is a comprehensive vision that offers educators a structured methodology and tools to craft lessons that deeply resonate with students' interests, identities, and needs.&nbsp;The heart of "Contributive Learning" is its focus on integrating academic and socio-emotional learning into everyday instruction. This methodology empowers students, educators, families, and broader communities. Schools interested in adopting a “Contributive Learning” approach can partner with TheLearnerFirst to embark on a series of collaborative, interactive workshops. These sessions are tailored to equip educators with the confidence and capability to improve students' well-being through curricular learning.&nbsp;But what does it mean to contribute? Contributing is painted as a broad canvas ranging from impacting someone personally to making groundbreaking scientific discoveries. Every individual, in any moment of their personal or professional life, has the potential to make a positive impact and contribute. In the academic realm, this act of contributing is nurtured through four pillars:1. Self-Understanding: By understanding who they are, including their interests, beliefs, goals, cultures, and more, students can find purpose in learning.2. Connection: Establishing connections ensures students engage in constructive actions, contributing positively to their surroundings and society.3. Knowledge: While knowledge equips students to solve problems, it is the purposeful application of knowledge, driven by self-understanding and connection, that determines its actual value.4. Competency: Beyond acquiring knowledge, students need to know how to apply it effectively, which requires commitment, collaboration, communication, and critical thinking.A crucial component of the Contributive Learning process is the "Lead Learner" approach. Every teacher identifies a student, termed the "Lead Learner," who would benefit the most from targeted changes in teaching and learning. This student-centric approach ensures that even those traditionally underserved by the educational system become focal points for tailored learning. By focusing on these students, teachers can craft strategies that not only serve the "Lead Learner" but all students in their charge.Embedded in this philosophy is the belief that academic achievement and well-being should be two sides of the same coin. Traditional educational paradigms often create dichotomies where a student excelling might lack social and emotional well-being and vice versa. "Contributive Learning" seeks to bridge this gap, ensuring every student succeeds holistically.This approach is not just theoretical; it's practical and actionable. Schools can immerse themselves in a series of six workshops that span:1. Learning Culture: Setting the stage for contributive learning.2. Learning Connections: Understanding students and their unique needs.3. Everyday Learning Design: Merging curricular learning with socio-emotional objectives.4. Authentic Assessment: Identifying evidence of learning and future needs.5. Proven Practice: Refining teaching methods based on experiences.6. Collaborative Moderation: Celebrating achievements and sharing best practices.A testament to the efficacy of TheLearnerFirst “Contributive Learning” approach is the feedback from educators. As one middle school teacher reflects, "I'm constantly thinking now… I'm trying to be a lot more intentional about how I design lessons. I want to make sure that they're purposeful, that they're engaging."&nbsp; Similarly, a high school principal shares the transformative impact of his “Contributive Learning” experience, stating, "It's been so powerful to see the change in attitude of the teachers. Seeing another side of the students has really ignited the souls of my staff."In conclusion, "Contributive Learning" offers a paradigm shift, reimagining the purpose of education. Integrating self-understanding, connection, knowledge, and competency ensures that students excel academically and thrive as individuals, ready to contribute positively to the world. As educators, embracing this philosophy is a step towards a more purposeful, engaging, and fulfilling educational experience for all.&nbsp;

Hamilton, B. (2022) The Learner First- Contributive Learning

School closure AL.jpg

Key Takeaway:&nbsp;&nbsp;This article underscores the critical need for racial equity in the process of school closures, revealing how such decisions disproportionately impact students of color, particularly Black students, in California.&nbsp; Comprehensive guidelines for local and state leaders are provided to ensure that the public education system adapts to changing enrollment dynamics in a manner that is equitable.Criteria: Excellent resource sponsored by the Policy Analysis for California Education (PACE) with comprehensive guidelines for both state and local leaders aimed at promoting equity amidst the difficulties of school closures.Resource:&nbsp; <a href="https://edpolicyinca.org/publications/declining-enrollment-school-closures-and-equity-considerations">https://edpolicyinca.org/publications/declining-enrollment-school-closures-and-equity-considerations</a>Title:&nbsp;Declining Enrollment, School Closures, and Equity ConsiderationsYear:&nbsp;2023Author:&nbsp;Carrie Hahnel, Francis A. Pearman, IIPrimary Author:&nbsp;Carrie Hahnel:&nbsp;<a href="https://edpolicyinca.org/about/authors/carrie-hahnel">https://edpolicyinca.org/about/authors/carrie-hahnel</a>Summation and Insights:&nbsp;&nbsp;When financial considerations necessitate the closure or consolidation of schools, it presents a significant challenge for both districts and families. A crucial aspect to consider? Racial equity in school closures.&nbsp; This study out of California, where enrollment in public schools has decreased 6% since 2007, reports a disturbing trend: school closures disproportionately affect students of color and particularly Black students.&nbsp; What’s more, the issue is not fully explained by standard reasons for closures like declining enrollment or poor performance.&nbsp;Recent studies have delved deeper into these racial disparities. Research shows that schools predominantly serving Black students are more likely to be closed, and these closures can't be fully explained by conventional justifications. One striking fact underscores this disparity.&nbsp; The odds of school closure increased by nearly 25 percent for every ten percentage point increase in the share of Black students in schools that were otherwise equivalent.&nbsp; Many scholars contextualize these findings within the broader scope of U.S. history, touching on segregation, neighborhood disinvestment, and gentrification.In response to these concerns, California has initiated legislative measures. In 2022, Governor Newsom signed a bill mandating an “equity impact analysis” for schools considering closure or consolidation due to financial strain. Additionally, in April 2023, Attorney General Rob Bonta emphasized the necessity for school closure decisions to adhere to federal and state civil rights laws.&nbsp;This evolving scenario presents a complex challenge for educators, administrators, and policymakers nationwide, highlighting the need to balance financial realities with the commitment to equity and the well-being of all students.Interested in how educators can prioritize equity in decisions about school closures?&nbsp; Then check out our link to this excellent report by PACE, (Policy Analysis for California Education), which provides comprehensive guidance for leaders at both the local and state level for integrating equity considerations into these difficult decisions.&nbsp; For example, local leaders can create a transparent process and share detailed information about demographic and enrollment trends, as well as create opportunities for community involvement during pre-closure and closure phases.&nbsp;For displaced students, there’s a push to relocate them to high-performing schools and to create accessible routes and safe transportation to ensure that students are able to attend.&nbsp;State leaders, meanwhile, are encouraged to collect and share data on projected population trends, incentivize local education agencies to create affordable housing for teachers and families, and advocate that an “equity impact analysis” be performed before school closures are approved.&nbsp;The insights provided by the PACE report are a crucial starting point for integrating equity into school closure decisions. However, the path forward requires innovative thinking and fresh solutions to ensure that adjustments to the education system reflect current enrollment trends, advance equity, and break away from long standing patterns of segregation.&nbsp;&nbsp;&nbsp;

Hahnel, C. & Pearman II, F. (2023)  Declining Enrollment, School Closures, and Equity Considerations

Pexels Student Voice PS.jpg

Key Takeaway: Authentically responding to student voice supports citizenship and academic outcomesCriteria: Accomplished scholars and researchers in civic education , student voice and related areasResource: Open access article&nbsp; <a href="https://www.journals.uchicago.edu/doi/full/10.1086/719121">https://www.journals.uchicago.edu/doi/full/10.1086/719121</a>Title: Is responsiveness to student voice related to academic outcomes? Strengthening the rationale for student voice in school reform.&nbsp;American Journal of Education,&nbsp;128(3), 389-415.Year: 2022Authors: Kahne, J., Bowyer, B., Marshall, J., &amp; Hodgin, E.&nbsp;Lead Author:&nbsp;<a href="https://profiles.ucr.edu/app/home/profile/jkahne">https://profiles.ucr.edu/app/home/profile/jkahne</a>Summation and Insights:&nbsp;This is an important quantitative study drawing on panel data from the Chicago Public Schools that looks at new perspectives on student voice. The authors emphasize that in addition to the opportunities for student voice, the responsiveness of adults to those voices is important.&nbsp; They also break new ground with an examination of the relationship between responsiveness to student voice and academic outcomes. The authors delve into the concept of student voice, which encompasses the various ways young people contribute to their education and school environment. It moves beyond mere listening to include responding and partnering with students, acknowledging their unique perspectives and affording them opportunities to actively shape their education. The article emphasizes the importance of responsiveness, where students' ideas are taken seriously by school staff, fostering a sense of agency among students.The focus on responsiveness is particularly crucial in settings with a majority of students of color, such as Chicago, where youth often experience social and political marginalization and have fewer opportunities for meaningful voice in school. Marginalization can undermine students' motivation, sense of belonging, and academic achievement.One challenge highlighted is the tendency for student voice initiatives to result in tokenism or shallow engagement, especially in schools with high percentages of marginalized groups. Meaningful responsiveness to student voice involves taking their critiques seriously, particularly those forwarded by marginalized youth, to avoid further alienation and negative consequences.The authors include a clear and concise summary of the student voice literature which explores the foundational principles that underpin the advocacy for student voice in educational settings. Proponents argue that listening and responding to youth concerns are essential in democratic societies. &nbsp;Moreover, student voice and inclusion in school governance are seen as integral to effective civic education, fostering democratic commitments and capacities among students. Negative experiences and marginalization in schools can have detrimental effects on young people's long-term political development, highlighting the importance of responsiveness to student voice, especially for marginalized youth who are often underrepresented in decision-making processes.&nbsp;The authors also examine the challenges facing efforts to promote student voice in educational institutions, despite the democratic principles advocating for its importance. While the democratic rationale aligns with principles of equality and inclusion, it has not been sufficient to drive significant policy or reform in many educational settings, particularly in the United States.One key obstacle is the entrenched power dynamics within schools, where traditional norms emphasize distinctions between students, teachers, and school leaders. Additionally, broader cultural norms in the United States prioritize adult authority, which has hindered the promotion of student voice initiatives.&nbsp;However, the segment suggests that the lack of systemic policy and reform regarding student voice cannot be solely attributed to cultural norms. Another significant factor is the lack of evidence demonstrating that student voice initiatives lead to improvements in academic outcomes. While proponents argue that responsiveness to student voice should enhance achievement, empirical evidence supporting this claim is limited.Student voice, school improvement, and academic outcomesThe authors then present an alternative perspective on the importance of student voice in educational settings, beyond the democratic and rights-based rationales. They highlight scholars and reformers who advocate that student voice is integral to fostering a healthy school and classroom culture and can support academic outcomes and broader school improvement efforts.Proponents argue that neglecting student voice in educational environments would be a mistake, as research suggests that when students are actively involved as co-creators of their learning environments, it leads to more productive opportunities for learning. This perspective does not dismiss the democratic rationale but rather sees democratic and academic aims as intersecting priorities, viewing youth as both a resource for school improvement and as contributors to democratic capacities and commitments.Importantly, tying student voice initiatives to academic outcomes aligns them with the central priorities of educators and reformers. This connection underscores the significance of considering whether responsiveness to student voice can indeed promote academic success.Pathways to promote academic outcomes.Three distinct pathways through which responsiveness to student voice can enhance academic outcomes are identified. Drawing from Michael Fullan's perspective on the importance of student input in learning processes, the segment highlights the significance of hearing from students to ensure that learning is relevant and responsive.The first pathway, the organizational pathway, suggests that responsiveness to student voice can influence school-level change and support school improvement efforts. Scholars argue that student voice can impact the way schools are organized and run, thereby promoting more impactful reform.The second pathway, the classroom-level change pathway, emphasizes how responsiveness to student voice can lead to improvements in curriculum and instruction. By providing insights into effective teaching methods and topics of interest, students contribute to enhancing the learning experience.Lastly, the segment discusses the development of student agency, belonging, and competence as the third pathway. Engaging and responding to student voice at both the school and classroom levels can foster a sense of agency, belonging, and leadership capacities among students. Research supports the claim that student voice initiatives contribute to students' sense of community and promote important dimensions of youth development.What are the findings?The article presents a large-scale quantitative study examining the relationship between responsiveness to student voice and academic outcomes. Using panel data on 9th graders from the Chicago Public Schools, the study observes a consistent, positive relationship between schools' responsiveness to student voice and students' grades and attendance. While the study acknowledges the limitations of observational data in establishing causality, it underscores the potential impact of student voice initiatives on academic trajectories and students' sense of attachment to their school.Moreover, the study suggests that responsiveness to student voice is distinct from other forms of supportive school contexts, as it centers on recognizing students' agency, insights, and right to be heard. While acknowledging the potential academic benefits of attending to student voice, the article also warns against narrow or performative approaches that may overlook significant student critiques.Furthermore, the study emphasizes the importance of responsiveness to student voice beyond academic goals, highlighting its potential to enhance students' sense of belonging, trust, and engagement with civic and political institutions.&nbsp;In conclusion, the study contributes to understanding the relationship between responsiveness to student voice and academic outcomes, while also underscoring the broader implications for student well-being, civic engagement, and the creation of inclusive school communities.

 Kahne, J., et al.  Is responsiveness to student voice related to academic outcomes? Strengthening the rationale for student voice in school reform.

Student choice 2.jpg PS.jpg

Key Takeaway:&nbsp;This practice brief highlights how choice and relevancy can significantly enhance student motivation and engagement in educational settings.Criteria:&nbsp;Well-cited article under the auspices of The Education Trust, written for the practitioner.Resource: <a href="https://files.eric.ed.gov/fulltext/ED593328.pdf">Article</a>Authors &amp; Title: Dabrowski, J., &amp; Marshall, T. R. (2018). Motivation and Engagement in Student Assignments: The Role of Choice and Relevancy. Equity in Motion.&nbsp;Education Trust.Summary and insights:In the document "Motivation and Engagement in Student Assignments: The Role of Choice and Relevancy" by Joan Dabrowski and Tanji Reed Marshall, the authors delve into how the principles of choice and relevancy can significantly enhance student motivation and engagement in educational settings.The narrative begins with an anecdote of a student who, despite feeling tired at the end of the school day, becomes energized upon entering a world history class. This transformation is attributed to the engaging nature of the class, where discussions are dynamic, and students are encouraged to think critically and evaluate different perspectives. This example illustrates the broader theme that when students are actively engaged, they are more likely to succeed academically.The concept of&nbsp;choice&nbsp;is explored as a critical factor in fostering student autonomy. When students are given choices in their assignments—whether in content, product, or process—they feel a sense of ownership over their learning. This autonomy leads to self-direction and self-discipline. For instance, in a history course, students might choose specific aspects of World War II to study, allowing them to engage deeply with topics that interest them. Similarly, providing options for how students present their learning—such as through essays or presentations—encourages them to take charge of their educational journey.On the other hand,&nbsp;relevancy&nbsp;is about connecting assignments to students' lives and interests. When assignments are perceived as relevant, they become more engaging. Relevancy can be achieved by using real-world materials and events, teaching through universal themes and essential questions, and aligning assignments with students' values and goals. For example, linking current events to historical lessons helps students see the connection between their studies and the world around them. Moreover, understanding students' individual interests allows teachers to tailor assignments that resonate personally with each student.The document highlights that despite the clear benefits of incorporating choice and relevancy into assignments, many current educational practices fall short. An analysis of middle school assignments revealed a lack of authentic choice and relevancy, indicating a need for educators to rethink how they design learning experiences.To address these challenges, the authors recommend several steps: knowing and valuing students' individual needs and interests, reviewing and refining curricula to include more opportunities for choice and relevancy, and supporting teachers through professional development that emphasizes these concepts.&nbsp;In conclusion, by integrating choice and relevancy into educational practices, educators can create more engaging learning environments that motivate students to achieve at higher levels. This approach not only enhances academic outcomes but also prepares students for future challenges by fostering critical thinking and problem-solving skills.

Dabrowski, J., & Marshall, T. R. (2018). Motivation and Engagement in Student Assignments: The Role of Choice and Relevancy. Equity in Motion.

Key Takeaway: Excellent Finnish study highlighting the importance of fostering a strong sense of learning agency to support lifelong learning and active citizenship.Criteria: Peer-reviewed article, good overview of the concept of student agency, offers&nbsp;insight into role of motivation, efficacy, and social context.Authors &amp; Title: Soini, T., et al. (2023). Primary and Lower Secondary Students' Learning Agency and Social Support.&nbsp;Frontline Learning Research,&nbsp;11(2), 49-77.Resource: <a href="https://files.eric.ed.gov/fulltext/EJ1408417.pdf">Link</a>Summary and Insights:This Finnish study delves into the learning agency of fourth and seventh graders, emphasizing motivation, self-efficacy, and skills in problem-solving, meaning-making, and seeking help. It highlights that learning agency is a multifaceted construct involving students' will, ability beliefs, and skills.&nbsp;The researchers provide a brief overview of the literature on student agency identifying the concept of learning agency as students taking control of their educational journey by deciding what, when, and where they learn, both independently and collaboratively. This agency is not just a single skill but a combination of motivation, self-efficacy, and intentional strategies for learning. It requires students to believe in their abilities and be motivated to learn, which can be influenced by social structures and personal self-appraisals.&nbsp;Learning agency includes problem-solving, meaning-making, and seeking scaffolding for learning. These elements are crucial for developing a sense of ownership over one's education and are necessary for adapting to future challenges.&nbsp;Social support from teachers and peers plays a significant role in enhancing learning agency. Teachers provide informational support through feedback and advice, which boosts students' interest and engagement in their studies. Emotional support from teachers fosters positive attitudes towards schoolwork and can protect against stress and burnout.&nbsp;Peer support can also impact learning agency, although its effects are less consistent. Positive peer attitudes towards studying can enhance engagement, while negative attitudes may lead to disengagement.&nbsp;Key Insights for school leaders:<ul><li>Grade Level Differences: Fourth graders exhibited higher learning agency than seventh graders. This may be due to declining engagement as students progress through school, suggesting a need for strategies to maintain interest and motivation in older students.</li><li>Gender Differences: Girls were more active in seeking help and making sense of learning, while boys excelled in problem-solving. This indicates different support needs for fostering learning agency among genders.</li><li>Socioeconomic Status (SES): Students from higher SES backgrounds reported a stronger sense of learning agency. This suggests potential inequalities in learning opportunities that need addressing to ensure equitable education.</li><li>Social Support: Peer support was more strongly linked to problem-solving, while teacher support was crucial for scaffolding learning. In lower secondary school, teacher support was particularly important for helping students construct meaning and understand learning goals.</li><li>&nbsp;</li></ul>The study underscores the importance of fostering a strong sense of student learning agency to support lifelong learning and active citizenship. For school leaders this means creating supportive environments that address diverse student needs, promote peer interaction, and provide targeted teacher support to enhance learning outcomes across different demographics. It also suggests that educational systems must strive to support learning agency for all children to ensure equality in education and society at large.&nbsp;&nbsp;

Soini, T., et al. (2023). Primary and Lower Secondary Students' Learning Agency and Social Support.

high school students PS.jpg

Key Takeaway: This excellent study provides helpful insight and context to student voice practices (SVP) and instructional approaches linked to student voice. It highlights the significant work needed to reach authentic implementation.Criteria: Respected scholars in the field, clear, complete, and concise literature review, mixed methods methodology provides richer findings.Resource: <a href="https://www.sciencedirect.com/science/article/pii/S0742051X24000726">Link</a>&nbsp;Authors and Title: Conner, J., &nbsp;et al., &nbsp;(2024). The pedagogical foundations of student voice practices: The role of relationships, differentiation, and choice in supporting student voice practices in high school classrooms.&nbsp;Teaching and Teacher Education,&nbsp;142, 104540.Summary and Insights:&nbsp;This study investigated the implementation of&nbsp;Student Voice Practices (SVPs)&nbsp;in two urban high schools recognized for their student voice work. The research centered on three key questions:1.&nbsp;Classroom-Level SVPs<ul><li>Findings: Teachers occasionally solicited student feedback on teaching and educational planning but rarely engaged students in&nbsp;collaborative decision-making&nbsp;about curriculum, learning activities, assessments, or classroom rules.</li><li>Distinctions: The study clarified the difference between&nbsp;feedback,&nbsp;input, and&nbsp;collaborative decision-making, adding nuance to existing research.</li><li>Survey Data: Despite these schools being regarded as leaders in student voice, SVPs were rare at the classroom level. Few teachers actively sought student input, and even fewer engaged in collaborative decision-making.</li><li>Micro-Practices: Teachers and students identified small-scale SVPs (e.g., adding feedback questions to exams) that were effective and could be replicated more easily than large-scale interventions.</li></ul>2.&nbsp;Instructional Approaches Linked to SVPs<ul><li>Teachers who used SVPs often employed other pedagogical strategies such as:<ul><li>Interactive Classrooms</li><li>Offering Student Choice</li><li>Differentiated Instruction</li><li>Culturally Sustaining Pedagogy (CSP)</li></ul></li><li>The study helped clarify that while these strategies support student participation, SVPs are distinct practices that complement them.</li></ul>3.&nbsp;Relationships Between Pedagogies and SVPs<ul><li>The study found strong links between students’ perceptions of positive teacher-student relationships, differentiation, and choice with the use of SVPs.</li><li>However, some findings were unexpected:<ul><li>Interactive Classrooms&nbsp;were not associated with SVPs in the survey data.</li><li>Culturally Sustaining Pedagogy (CSP)&nbsp;was negatively associated with collaborative decision-making, possibly due to cultural norms within the predominantly Latino student population.</li></ul></li></ul>Implications for School Leaders:<ol><li>Expand Collaborative Decision-Making: Encourage teachers to go beyond feedback mechanisms and involve students in more meaningful collaboration around classroom decisions.</li><li>Promote Micro-Practices: Support small, manageable SVP initiatives (e.g., feedback questions) that can be integrated into everyday teaching without requiring large-scale changes.</li><li>Integrate Pedagogical Strategies: Provide professional development on combining SVPs with other effective practices like differentiation and offering choice.</li><li>Cultural Sensitivity: Recognize that some student populations may view SVPs as culturally discordant; tailor approaches to fit the cultural context of the school community.</li><li>Data-Driven Approach: Use both qualitative and quantitative data to assess the effectiveness of SVPs and refine strategies accordingly.</li></ol>In summary, the authors while student voice practices are gaining attention, their implementation remains limited at the classroom level. School leaders must focus on promoting deeper collaboration, supporting accessible practices, and ensuring cultural relevance to make SVPs more widespread and impactful.LEARN Comment&nbsp;This study provides clear and concise descriptions of key concepts and instructional practices related to student voice including differentiated instruction, student-teacher relationships, and interactive classroom strategies. It could be used as a jigsaw reading for school principals and other instructional leaders.

 Conner, J.,  et al.,  (2024). The pedagogical foundations of student voice practices: The role of relationships, differentiation, and choice in supporting student voice practices in high school classrooms.

Welcome!

Recommended Research

Mitra, D. & Serriere, S. (2012) Student Voice in Elementary School Reform: Examining Youth Development in Fifth Graders

Evans, M. & Boucher, A. (2015) Optimizing the Power of Choice: Supporting Student Autonomy to Foster Motivation and Engagement in Learning

Hamilton, B. (2022) The Learner First- Contributive Learning

Hahnel, C. & Pearman II, F. (2023) Declining Enrollment, School Closures, and Equity Considerations

Kahne, J., et al. Is responsiveness to student voice related to academic outcomes? Strengthening the rationale for student voice in school reform.

Shannon Buerk

Floyd Cobb

Joanne McEachen

Explore The Research.
Learn The Practice.
Create Impact.

Welcome!

Recommended Research

Mitra, D. & Serriere, S. (2012) Student Voice in Elementary School Reform: Examining Youth Development in Fifth Graders

Evans, M. & Boucher, A. (2015) Optimizing the Power of Choice: Supporting Student Autonomy to Foster Motivation and Engagement in Learning

Hamilton, B. (2022) The Learner First- Contributive Learning

Hahnel, C. & Pearman II, F. (2023) Declining Enrollment, School Closures, and Equity Considerations

Kahne, J., et al. Is responsiveness to student voice related to academic outcomes? Strengthening the rationale for student voice in school reform.

Shannon Buerk

Floyd Cobb

Joanne McEachen

Explore The Research.Learn The Practice.Create Impact.

Explore The Research.
Learn The Practice.
Create Impact.