Dissertation
Leadership and student voice at one high school: An action research study
Washington State University
Doctor of Education (EdD), Washington State University
05/2009
DOI:
https://doi.org/10.7273/000005894
Abstract
The purpose of this action research study is to explore how student voice is expressed at one high school with a reputation for promoting meaningful voice and to identify the role the principal plays in promoting a culture of student voice. Questions guiding this study include (a) How does student voice live at the school? (b) What are the beliefs and actions of administrators, specifically the principal, in promoting voice at the school? (c) How can student voice be enhanced at the school, and, by extension, at other district high schools? This action research study relied on qualitative methods including focus group interviews for students and individual interviews and observations of teachers and administrators. Additionally, students participated in this study as co-researchers by collecting interview data from other students at the school. Data were analyzed collaboratively with the school?s administrative team, which was comprised of the principal and principal assistant. The students at the high school described a culture wherein student voice is promoted by staff who (a) signal they are listening to students, (b) know and care about students, (c) act on student insights with real changes in school practices and policy, and (d) ensure those changes improve the school and student learning. The perceptions of students, teachers, and the administrators paint a picture of a principal who plays a significant role in creating a school culture for voice at the school. Students, teachers, and administrators describe a school culture wherein the principal and the administrative team have a vision for student voice. Acting on this vision, the principal and the administrative team model a "firstness" to students in an informal culture which is absent the typical power dynamics found between adults and students in many schools. The school principal encourages teacher use of student-centered instructional strategies to personalize learning, while decision making is shared between students and teachers in an environment of respect and kindness. School structures that support and enhance voice compliment these practices throughout the school.
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Details
- Title
- Leadership and student voice at one high school
- Creators
- Tammy L. Campbell
- Contributors
- Gail C. Furman (Chair)Paul E Pitre (Committee Member) - Washington State University, College of EducationJoan U. Kingrey (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- College of Education
- Theses and Dissertations
- Doctor of Education (EdD), Washington State University
- Publisher
- Washington State University
- Number of pages
- 115
- Identifiers
- 99901055134701842
- Language
- English
- Resource Type
- Dissertation