2 options
Developing Student Voice and Participatory Pedagogy: A Collaborative Study of an Evolving High School Advisory Program / Cara Henderson.
- Format:
- Book
- Thesis/Dissertation
- Author/Creator:
- Henderson, Cara, author.
- Language:
- English
- Subjects (All):
- Educational leadership.
- Secondary education.
- Educational and Organizational Leadership--Penn dissertations.
- Penn dissertations--Educational and Organizational Leadership.
- Local Subjects:
- Educational leadership.
- Secondary education.
- Educational and Organizational Leadership--Penn dissertations.
- Penn dissertations--Educational and Organizational Leadership.
- Genre:
- Academic theses.
- Physical Description:
- 1 online resource (148 pages)
- Contained In:
- Dissertation Abstracts International 79-10A(E).
- Place of Publication:
- [Philadelphia, Pennsylvania]: University of Pennsylvania ; Ann Arbor : ProQuest Dissertations & Theses, 2018.
- Language Note:
- English
- System Details:
- Mode of access: World Wide Web.
- text file
- Summary:
- 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.
- Notes:
- Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
- Advisors: Diane Waff; Committee members: Peter Kuriloff; Annie McKee.
- Department: Educational and Organizational Leadership.
- Ed.D. University of Pennsylvania 2018.
- Local Notes:
- School code: 0175
- ISBN:
- 9780438046177
- Access Restriction:
- Restricted for use by site license.
The Penn Libraries is committed to describing library materials using current, accurate, and responsible language. If you discover outdated or inaccurate language, please fill out this feedback form to report it and suggest alternative language.