Dana Mitra | Penn State University (original) (raw)
Books by Dana Mitra
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Teachers College Press, 2021
How can new faculty find success in academia and what can universities do to support them? In thi... more How can new faculty find success in academia and what can universities do to support them? In this book, the author demonstrates how a coaching-focused stance toward faculty development
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'A unique blend of education policy analysis concepts with the underlying political structure and... more 'A unique blend of education policy analysis concepts with the underlying political structure and actors that influence the outcomes of policies. The broad scope and specific insights of the book makes it essential for both students, educators, and scholars.'
―Michael Kirst, president California State Board of Education, Professor Emeritus , Stanford University
'Educational Change and the Political Process' brings together issues foundational to educational policy with recent debates over such issues as education governance, funding and accountability in a well-written, accessible textbook. It clearly explains how education policy problems, opportunities, actors and instruments differ by location in the education policy system, raise different challenges of implementation and evaluation, and play out in terms of major touchpoints for policy and practice. A useful addition: each chapter concludes with questions and activities designed to engage students in concrete discussions of the chapter’s policy tradeoffs and perspectives. I know of no other textbook that affords this all-inclusive, system-wide treatment of education policy making―and in-depth reference list. Mitra’s textbook provides an invaluable resource for instructors and students of education policy, and will be relevant for years to come.'
―Milbrey McLuaghlin, David Jacks Professor Emeritus of Education and Public Policy, Stanford University
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As former elementary school teachers, the authors focus on what is possible in schools rather tha... more As former elementary school teachers, the authors focus on what is possible in schools rather than a romantic vision of what schools could be. Based on a 5-year study of an elementary school, this book shows how civic engagement can be purposive and critical--a way to encourage young people to examine their environment, to notice and question injustices, and to take action to make a difference in their communities and school. Focusing on the intersection of student voice and critical inquiry, the book describes how to embed civic engagement into curriculum, school decision-making processes, and whole-school activities. Chapters provide an overview of what research has demonstrated about civic engagement at the classroom, school, and community levels, including detailed descriptions of activities and lessons for practice. Classroom teachers, school principals, community members, and teacher educators can use this resource to foster a deeper, richer understanding of what is entailed in civic life.
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High schools continue to be places that isolate, alienate, and disengage students. But what would... more High schools continue to be places that isolate, alienate, and disengage students. But what would happen if students were viewed as part of the solution in schools rather than part of the problem? This book examines the emergence of "student voice" at one high school in the San Francisco Bay area where educators went straight to the source and asked the students to help.
Struggling, like many high schools, with how to improve student outcomes, educators at Whitman High School decided to invite students to participate in the reform process. Dana L. Mitra describes the evolution of student voice at Whitman, showing that the students enthusiastically created partnerships with teachers and administrators, engaged in meaningful discussion about why so many failed or dropped out, and partnered with teachers and principals to improve learning for themselves and their peers. In documenting the difference that student voice made, this book helps expand ideas of distributed leadership, professional learning communities, and collaboration. The book also contributes much needed research on what student voice initiatives look like in practice and provides powerful evidence of ways in which young people can increase their sense of agency and their sense of belonging in school.
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Papers by Dana Mitra
Educational Leadership, Nov 1, 2017
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Increasingly, research in schools is carried out with students, teachers, and school leaders, i.e... more Increasingly, research in schools is carried out with students, teachers, and school leaders, i.e. participatory approaches. Central of this kind of research is, for example, listening to student experience and students’ active participation in the research process. This issue of student voice and participation in research has ethical dimensions affecting the overall well-being of students. Ethical research together with students should protect participants from harm, offer opportunities for them to have a say in matters affecting them, show respect for their views, trust their competency as well as facilitate all participants’ willingness to share their views and to participate actively. Thus, participatory research is carried out in close cooperation with the students and their teachers, building relationships between participants and researchers. The nature of such research makes new demands for how research is conducted, emphasizing the researcher’s ethical leadership. In this paper, we will explore and discuss different ways of acting as a researcher, exemplified by cases from our research with students. The discussion focuses on these questions: How can researchers handle different relationships with students, teachers, and researchers? How can researchers negotiate different power relations? How can researchers attend to formal ethical guidelines of confidentiality and informed consent and still create relationships important for the successful outcome of this kind of research? We argue, that a researcher’s ethical leadership can be developed through careful consideration on the researcher’s role and ethical values connected to the research process. Such leadership may be oriented towards students’ experiences and views, their self-understanding and individual agency, accompanied by the researchers’ self-understanding and awareness.
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This paper examines the related concepts of civic skills/engagement and life skills across three ... more This paper examines the related concepts of civic skills/engagement and life skills across three national contexts—the United States, Sweden, and India. Within the paper, we explore cross-national ...
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The Routledge International Handbook of Teacher and School Development, 2006
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LEARNing landscapes, 2007
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Applied Developmental Science, Apr 29, 2010
... Washington , DC : American Institutes for Research . View all references; Yonezawa & Stri... more ... Washington , DC : American Institutes for Research . View all references; Yonezawa & Stringfield, 200063. Yonezawa , S. , & Stringfield , S. ( 2000 ). Special ... 14. Datnow , A. , Lasky , S. , Stringfield , S. , & Teddlie , C. ( 2005 ). ...
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Proceedings of the 2022 AERA Annual Meeting
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Applied Developmental Science, 2010
... Washington , DC : American Institutes for Research . View all references; Yonezawa & Stri... more ... Washington , DC : American Institutes for Research . View all references; Yonezawa & Stringfield, 200063. Yonezawa , S. , & Stringfield , S. ( 2000 ). Special ... 14. Datnow , A. , Lasky , S. , Stringfield , S. , & Teddlie , C. ( 2005 ). ...
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This symposium examines the question: how can school leaders can foster civic engagement practice... more This symposium examines the question: how can school leaders can foster civic engagement practice throughout the school? The papers examine aspects of this theme within one elementary school: the ( ...
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Social studies and the young learner, 2017
Political discord is as old as politics. However, disagreement between people with different poli... more Political discord is as old as politics. However, disagreement between people with different political perspectives has become entrenched, and often rancorous, in our era. Many choose only to listen to viewpoints similar to their own and opportunities for conversation across political differences are shrinking. Research indicates that people are (increasingly?) choosing a self-selection of news that affirms, instead of challenges, their beliefs (Epstein & Graham, 2007; Mutz, 2006); the result is an echo chamber instead of shared beliefs (McGuinn & Suppovitz, 2015). Much of the media industry has sought to amplify discord because of the increase in ratings that it can bring (Mutz, 2015). Scholars of the Trump presidency argue that the current administration has utilized strategies that intentionally increase dissonance between groups rather than seeking compromise and accommodation (Martin, 2017). When considering the importance of civic preparedness—a key outcome that student-centered approaches aim to achieve—its important to recognize that learning to dialogue across difference is a rising challenge for our younger generation. Citizens who have not developed the skillsets and dispositions to engage in democratic discussions and productive deliberations will be ill-prepared to sustain or even protect our democratic institutions. The civic capacity to talk and listen amid diverse perspectives also affects career readiness, since the workplace is often one of the few places where people speak across political differences (Mutz & Mondak, 2006). In our recent article in Educational Leadership [[link]], we discuss the term dialogue as a way to engage in collaborative and generative consideration of how we want to live together. To counter today's divisive and discordant trends, schools can teach young people the specific skills they need to engage in critical dialogue, both to learn from people with different beliefs and to ensure that all students' voices (their stories, opinions, or feelings) are heard. With guidance from adults, dialogue can enable young people to talk productively about issues related to living together in pluralistic society. What should adults prioritize when they work with youth to develop these crucial civic skills? We suggest the following, particularly when learning to discuss contentious issues: CURIOSITY—Ask questions about others' opinions. While learning how to engage in dialogue is a key component of engagement in civic life due to the way it helps us express and consider a range of viewpoints, it is important to recognize that facilitating a rich dialogue can be a difficult pedagogical process. Unlike monologues, dialogues cannot be controlled to arrive at a pre-chosen conclusion. However, dialogues support many intellectual virtues, chief among them the propensity for curiosity. Approaching others with curiosity helps them to elaborate on their feelings and stances and it opens the possibility of richer, more complex elaborations of beliefs so that we can see multiple ways of understanding issues. Staying curious about other's ideas is a great way to stay engaged in conversations across difference, the kind that lead to collaborations rather than disputes. LOOK BENEATH—Ask what people believe and value. To get underneath partisan rhetoric and canned talking points, we need to understand what is driving the perspective, and rarely can we get there unless we ask. Research, as well as our own classroom practice, points to the value of
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Student voice can improve student outcomes and lead to educational change. Given the potential of... more Student voice can improve student outcomes and lead to educational change. Given the potential of this concept, this article examines the conditions that can enable and constrain this practice. This article uses the concepts of purpose, partnership, and context as a framework to consider what student voice looks like in practice. • Synonyms for the term or terms of the entry (optional) Student voice; pupil voice; youth-adult partnership; youth participatory action research • Main text A Framework for Defining Student Voice: Purpose, Partnerships, and Context Students and adults collaborating together can create more equitable learning opportunities. "Student voice" has been shown to be a means of shifting power dynamics in school settings and addressing issues of equity and justice. Student voice can be defined as the ways in which students have opportunities to participate in and/or influence the educational decisions that will shape their lives and the lives of their peers. Student voice can range from a focus on technical, apolitical concerns to challenging existing power structures. Teachers can ask students to provide feedback on lessons. Schools can create advisory boards in which students provide insights into policy issues. Students can demand changes in hiring policies and school climate. In addition, student voice efforts also are increasingly being offered as a pathway to improving student academic success and social-emotional development. Given the potential impact of student voice, this article examines: What does student voice look like in practice and what are the implications of different forms of student voice? The remainder of this article defines student voice practice along three dimensions-purpose, partnership, and context. Table One provides examples of student voice practices delineated along these three dimensions. We look at "context" going down the table, "partnership" across the table, and within each cell, we offer examples of "purpose," color coded by levels of change. [INSERT TABLE ONE HERE] Partnership Research finds that successful student voice efforts value process as a goal that was as important (and sometimes even more important) than other goals, because the process taught youth valuable skills and life lessons that prepared them for adult lives.
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In the United States we tend to use the word 'voice' or 'student voice' to frame ... more In the United States we tend to use the word 'voice' or 'student voice' to frame the work that we're doing. Part of that is to create spaces for children to have a voice in local decisions. 'Voice' research also can have the flavor of youth leadership research in some fi elds. In high school, students form groups to have a say in their own schools and elsewhere. The term 'consultation' is used in a lot of research, in particular that around classroom-based interactions between adults and young people.
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Youth-adult partnerships position youth and adults in roles of equal leadership of initiatives in... more Youth-adult partnerships position youth and adults in roles of equal leadership of initiatives in their schools and communities, supporting a dynamic that runs counter to traditional patterns of youth-adult interaction. This article describes the piloting of two youth-adult partnership programs aimed at supporting the development of such relationships with different core foci at the middle grades level – one on community health and the other on school pedagogical change. In comparing the challenges and opportunities of implementing these programs in the middle grades environment, we find that while youth participants perceived positive developmental outcomes as a result of their participation, adults observed difficulties in supporting the implementation of these initiatives when the goal was cultural or social change. We discuss the implications of this finding, both in terms of examining how middle grade student voice is limited and delimited, as well as suggesting opportunities t...
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Teachers College Record: The Voice of Scholarship in Education, 2012
Context Research increasingly suggests that the high school diploma has lost its meaning as a sym... more Context Research increasingly suggests that the high school diploma has lost its meaning as a symbol of life preparation. Having faced economic struggles earlier and longer than most regions of the United States, the “Rust Belt” region offers important lessons for the broader nation regarding how high schools might prepare youth for stable futures. Much like in towns in India and China, communities in the United States’ Rust Belt experience a paradox of wanting youth to find successful careers but not leave the area. Focus of Study Recent research connections between high school and college have focused on the role of signaling strategies in preparing young people for postsecondary opportunities. High-quality signals that are clear, aligned, and consistent can positively influence student outcomes. This article examines the types of policy signals that local Rust Belt communities are trying to develop to both improve postsecondary attendance of young people and retain young people i...
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Journal of Early Childhood Research, 2019
Grounded in children’s rights, this article advances understanding of the affordances and constra... more Grounded in children’s rights, this article advances understanding of the affordances and constraints in implementing Article 12 of the United Nations Convention on the Rights of the Child in educational settings with young children – those under 7. It starts from the premise that if we are to foster democratic skills and understanding in children and young people, we need to develop practices that support this from the earliest age. The article presents the outcomes of a seminar series facilitating dialogue among international academics working in the field and a range of early years practitioners. This opportunity for extended dialogue led to the development of a rich and sophisticated conceptual clarity about the factors that need to be considered if Article 12 is to be realised with very young children. Eight factors were identified as pivotal for consideration when facilitating voices with this age group: definition; power; inclusivity; listening; time and space; approaches; pr...
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[
Teachers College Press, 2021
How can new faculty find success in academia and what can universities do to support them? In thi... more How can new faculty find success in academia and what can universities do to support them? In this book, the author demonstrates how a coaching-focused stance toward faculty development
Bookmarks Related papers MentionsView impact
'A unique blend of education policy analysis concepts with the underlying political structure and... more 'A unique blend of education policy analysis concepts with the underlying political structure and actors that influence the outcomes of policies. The broad scope and specific insights of the book makes it essential for both students, educators, and scholars.'
―Michael Kirst, president California State Board of Education, Professor Emeritus , Stanford University
'Educational Change and the Political Process' brings together issues foundational to educational policy with recent debates over such issues as education governance, funding and accountability in a well-written, accessible textbook. It clearly explains how education policy problems, opportunities, actors and instruments differ by location in the education policy system, raise different challenges of implementation and evaluation, and play out in terms of major touchpoints for policy and practice. A useful addition: each chapter concludes with questions and activities designed to engage students in concrete discussions of the chapter’s policy tradeoffs and perspectives. I know of no other textbook that affords this all-inclusive, system-wide treatment of education policy making―and in-depth reference list. Mitra’s textbook provides an invaluable resource for instructors and students of education policy, and will be relevant for years to come.'
―Milbrey McLuaghlin, David Jacks Professor Emeritus of Education and Public Policy, Stanford University
Bookmarks Related papers MentionsView impact
As former elementary school teachers, the authors focus on what is possible in schools rather tha... more As former elementary school teachers, the authors focus on what is possible in schools rather than a romantic vision of what schools could be. Based on a 5-year study of an elementary school, this book shows how civic engagement can be purposive and critical--a way to encourage young people to examine their environment, to notice and question injustices, and to take action to make a difference in their communities and school. Focusing on the intersection of student voice and critical inquiry, the book describes how to embed civic engagement into curriculum, school decision-making processes, and whole-school activities. Chapters provide an overview of what research has demonstrated about civic engagement at the classroom, school, and community levels, including detailed descriptions of activities and lessons for practice. Classroom teachers, school principals, community members, and teacher educators can use this resource to foster a deeper, richer understanding of what is entailed in civic life.
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High schools continue to be places that isolate, alienate, and disengage students. But what would... more High schools continue to be places that isolate, alienate, and disengage students. But what would happen if students were viewed as part of the solution in schools rather than part of the problem? This book examines the emergence of "student voice" at one high school in the San Francisco Bay area where educators went straight to the source and asked the students to help.
Struggling, like many high schools, with how to improve student outcomes, educators at Whitman High School decided to invite students to participate in the reform process. Dana L. Mitra describes the evolution of student voice at Whitman, showing that the students enthusiastically created partnerships with teachers and administrators, engaged in meaningful discussion about why so many failed or dropped out, and partnered with teachers and principals to improve learning for themselves and their peers. In documenting the difference that student voice made, this book helps expand ideas of distributed leadership, professional learning communities, and collaboration. The book also contributes much needed research on what student voice initiatives look like in practice and provides powerful evidence of ways in which young people can increase their sense of agency and their sense of belonging in school.
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Educational Leadership, Nov 1, 2017
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Increasingly, research in schools is carried out with students, teachers, and school leaders, i.e... more Increasingly, research in schools is carried out with students, teachers, and school leaders, i.e. participatory approaches. Central of this kind of research is, for example, listening to student experience and students’ active participation in the research process. This issue of student voice and participation in research has ethical dimensions affecting the overall well-being of students. Ethical research together with students should protect participants from harm, offer opportunities for them to have a say in matters affecting them, show respect for their views, trust their competency as well as facilitate all participants’ willingness to share their views and to participate actively. Thus, participatory research is carried out in close cooperation with the students and their teachers, building relationships between participants and researchers. The nature of such research makes new demands for how research is conducted, emphasizing the researcher’s ethical leadership. In this paper, we will explore and discuss different ways of acting as a researcher, exemplified by cases from our research with students. The discussion focuses on these questions: How can researchers handle different relationships with students, teachers, and researchers? How can researchers negotiate different power relations? How can researchers attend to formal ethical guidelines of confidentiality and informed consent and still create relationships important for the successful outcome of this kind of research? We argue, that a researcher’s ethical leadership can be developed through careful consideration on the researcher’s role and ethical values connected to the research process. Such leadership may be oriented towards students’ experiences and views, their self-understanding and individual agency, accompanied by the researchers’ self-understanding and awareness.
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This paper examines the related concepts of civic skills/engagement and life skills across three ... more This paper examines the related concepts of civic skills/engagement and life skills across three national contexts—the United States, Sweden, and India. Within the paper, we explore cross-national ...
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The Routledge International Handbook of Teacher and School Development, 2006
Bookmarks Related papers MentionsView impact
LEARNing landscapes, 2007
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Applied Developmental Science, Apr 29, 2010
... Washington , DC : American Institutes for Research . View all references; Yonezawa & Stri... more ... Washington , DC : American Institutes for Research . View all references; Yonezawa & Stringfield, 200063. Yonezawa , S. , & Stringfield , S. ( 2000 ). Special ... 14. Datnow , A. , Lasky , S. , Stringfield , S. , & Teddlie , C. ( 2005 ). ...
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Proceedings of the 2022 AERA Annual Meeting
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Applied Developmental Science, 2010
... Washington , DC : American Institutes for Research . View all references; Yonezawa & Stri... more ... Washington , DC : American Institutes for Research . View all references; Yonezawa & Stringfield, 200063. Yonezawa , S. , & Stringfield , S. ( 2000 ). Special ... 14. Datnow , A. , Lasky , S. , Stringfield , S. , & Teddlie , C. ( 2005 ). ...
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This symposium examines the question: how can school leaders can foster civic engagement practice... more This symposium examines the question: how can school leaders can foster civic engagement practice throughout the school? The papers examine aspects of this theme within one elementary school: the ( ...
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Social studies and the young learner, 2017
Political discord is as old as politics. However, disagreement between people with different poli... more Political discord is as old as politics. However, disagreement between people with different political perspectives has become entrenched, and often rancorous, in our era. Many choose only to listen to viewpoints similar to their own and opportunities for conversation across political differences are shrinking. Research indicates that people are (increasingly?) choosing a self-selection of news that affirms, instead of challenges, their beliefs (Epstein & Graham, 2007; Mutz, 2006); the result is an echo chamber instead of shared beliefs (McGuinn & Suppovitz, 2015). Much of the media industry has sought to amplify discord because of the increase in ratings that it can bring (Mutz, 2015). Scholars of the Trump presidency argue that the current administration has utilized strategies that intentionally increase dissonance between groups rather than seeking compromise and accommodation (Martin, 2017). When considering the importance of civic preparedness—a key outcome that student-centered approaches aim to achieve—its important to recognize that learning to dialogue across difference is a rising challenge for our younger generation. Citizens who have not developed the skillsets and dispositions to engage in democratic discussions and productive deliberations will be ill-prepared to sustain or even protect our democratic institutions. The civic capacity to talk and listen amid diverse perspectives also affects career readiness, since the workplace is often one of the few places where people speak across political differences (Mutz & Mondak, 2006). In our recent article in Educational Leadership [[link]], we discuss the term dialogue as a way to engage in collaborative and generative consideration of how we want to live together. To counter today's divisive and discordant trends, schools can teach young people the specific skills they need to engage in critical dialogue, both to learn from people with different beliefs and to ensure that all students' voices (their stories, opinions, or feelings) are heard. With guidance from adults, dialogue can enable young people to talk productively about issues related to living together in pluralistic society. What should adults prioritize when they work with youth to develop these crucial civic skills? We suggest the following, particularly when learning to discuss contentious issues: CURIOSITY—Ask questions about others' opinions. While learning how to engage in dialogue is a key component of engagement in civic life due to the way it helps us express and consider a range of viewpoints, it is important to recognize that facilitating a rich dialogue can be a difficult pedagogical process. Unlike monologues, dialogues cannot be controlled to arrive at a pre-chosen conclusion. However, dialogues support many intellectual virtues, chief among them the propensity for curiosity. Approaching others with curiosity helps them to elaborate on their feelings and stances and it opens the possibility of richer, more complex elaborations of beliefs so that we can see multiple ways of understanding issues. Staying curious about other's ideas is a great way to stay engaged in conversations across difference, the kind that lead to collaborations rather than disputes. LOOK BENEATH—Ask what people believe and value. To get underneath partisan rhetoric and canned talking points, we need to understand what is driving the perspective, and rarely can we get there unless we ask. Research, as well as our own classroom practice, points to the value of
Bookmarks Related papers MentionsView impact
Student voice can improve student outcomes and lead to educational change. Given the potential of... more Student voice can improve student outcomes and lead to educational change. Given the potential of this concept, this article examines the conditions that can enable and constrain this practice. This article uses the concepts of purpose, partnership, and context as a framework to consider what student voice looks like in practice. • Synonyms for the term or terms of the entry (optional) Student voice; pupil voice; youth-adult partnership; youth participatory action research • Main text A Framework for Defining Student Voice: Purpose, Partnerships, and Context Students and adults collaborating together can create more equitable learning opportunities. "Student voice" has been shown to be a means of shifting power dynamics in school settings and addressing issues of equity and justice. Student voice can be defined as the ways in which students have opportunities to participate in and/or influence the educational decisions that will shape their lives and the lives of their peers. Student voice can range from a focus on technical, apolitical concerns to challenging existing power structures. Teachers can ask students to provide feedback on lessons. Schools can create advisory boards in which students provide insights into policy issues. Students can demand changes in hiring policies and school climate. In addition, student voice efforts also are increasingly being offered as a pathway to improving student academic success and social-emotional development. Given the potential impact of student voice, this article examines: What does student voice look like in practice and what are the implications of different forms of student voice? The remainder of this article defines student voice practice along three dimensions-purpose, partnership, and context. Table One provides examples of student voice practices delineated along these three dimensions. We look at "context" going down the table, "partnership" across the table, and within each cell, we offer examples of "purpose," color coded by levels of change. [INSERT TABLE ONE HERE] Partnership Research finds that successful student voice efforts value process as a goal that was as important (and sometimes even more important) than other goals, because the process taught youth valuable skills and life lessons that prepared them for adult lives.
Bookmarks Related papers MentionsView impact
In the United States we tend to use the word 'voice' or 'student voice' to frame ... more In the United States we tend to use the word 'voice' or 'student voice' to frame the work that we're doing. Part of that is to create spaces for children to have a voice in local decisions. 'Voice' research also can have the flavor of youth leadership research in some fi elds. In high school, students form groups to have a say in their own schools and elsewhere. The term 'consultation' is used in a lot of research, in particular that around classroom-based interactions between adults and young people.
Bookmarks Related papers MentionsView impact
Youth-adult partnerships position youth and adults in roles of equal leadership of initiatives in... more Youth-adult partnerships position youth and adults in roles of equal leadership of initiatives in their schools and communities, supporting a dynamic that runs counter to traditional patterns of youth-adult interaction. This article describes the piloting of two youth-adult partnership programs aimed at supporting the development of such relationships with different core foci at the middle grades level – one on community health and the other on school pedagogical change. In comparing the challenges and opportunities of implementing these programs in the middle grades environment, we find that while youth participants perceived positive developmental outcomes as a result of their participation, adults observed difficulties in supporting the implementation of these initiatives when the goal was cultural or social change. We discuss the implications of this finding, both in terms of examining how middle grade student voice is limited and delimited, as well as suggesting opportunities t...
Bookmarks Related papers MentionsView impact
Teachers College Record: The Voice of Scholarship in Education, 2012
Context Research increasingly suggests that the high school diploma has lost its meaning as a sym... more Context Research increasingly suggests that the high school diploma has lost its meaning as a symbol of life preparation. Having faced economic struggles earlier and longer than most regions of the United States, the “Rust Belt” region offers important lessons for the broader nation regarding how high schools might prepare youth for stable futures. Much like in towns in India and China, communities in the United States’ Rust Belt experience a paradox of wanting youth to find successful careers but not leave the area. Focus of Study Recent research connections between high school and college have focused on the role of signaling strategies in preparing young people for postsecondary opportunities. High-quality signals that are clear, aligned, and consistent can positively influence student outcomes. This article examines the types of policy signals that local Rust Belt communities are trying to develop to both improve postsecondary attendance of young people and retain young people i...
Bookmarks Related papers MentionsView impact
Journal of Early Childhood Research, 2019
Grounded in children’s rights, this article advances understanding of the affordances and constra... more Grounded in children’s rights, this article advances understanding of the affordances and constraints in implementing Article 12 of the United Nations Convention on the Rights of the Child in educational settings with young children – those under 7. It starts from the premise that if we are to foster democratic skills and understanding in children and young people, we need to develop practices that support this from the earliest age. The article presents the outcomes of a seminar series facilitating dialogue among international academics working in the field and a range of early years practitioners. This opportunity for extended dialogue led to the development of a rich and sophisticated conceptual clarity about the factors that need to be considered if Article 12 is to be realised with very young children. Eight factors were identified as pivotal for consideration when facilitating voices with this age group: definition; power; inclusivity; listening; time and space; approaches; pr...
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Peabody Journal of Education, 2019
Abstract Given the importance of developing civically engaged and knowledgeable citizens, many ha... more Abstract Given the importance of developing civically engaged and knowledgeable citizens, many have sought to improve the quality of students’ civic education experiences. This article examines one particular effort spearheaded by the Joe Foss Institute, the Civic Education Initiative (CEI). Since the CEI was announced, 18 states have passed legislation that includes a civics test component embedded in the CEI. This conceptual article examines the CEI against research-based practices for teaching civics. It then introduces the policy design framework as a tool for analyzing civic policies like CEI. This political science theory recognizes that policies themselves send important signals that have implications for students’ civic development. We utilize the policy design framework to analyze CEI and, in particular, how CEI is likely to shape students’ civic and political engagement. We conclude with a proposal for future research on civic education using the policy design framework.
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Journal of Educational Administration, 2018
Purpose The purpose of this paper is to consider the role of student voice in secondary school re... more Purpose The purpose of this paper is to consider the role of student voice in secondary school reform. Design/methodology/approach Through a literature review, it defines the concept of student voice within bodies of research on youth participation internationally. Findings It notes the ways the USA is distinct and lagging behind. It then looks at the broadening scope of ways that young people have become involved in change efforts. It considers ways that student voice can deepen implementation efforts and strengthen classroom practice. It breaks this discussion into: outcomes for classroom instruction, organizational change, and the relationship between student voice and power. The paper ends with a discussion of the importance of attending to issues of power in youth–adult relationships, including ways to avoid the co-optation of young people. Originality/value This paper reviews the most recent work showing how student voice can impact change, with a particular focus when possibl...
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American Educational Research Journal, 2016
This article explores how two elementary school students responded to their teacher’s invitation ... more This article explores how two elementary school students responded to their teacher’s invitation in a civic classroom to make a difference to the world. We consider how the teacher framed the construct of civic efficacy and how the students refracted these ideas in their navigation of a civic education project. Closely analyzing these students’ experiences and responses, we question what differences are made when students are encouraged to think of themselves as citizens who can make a difference. Noting dissonances and ambivalences in the students’ responses, the conceptual resources of “figured worlds” enable an analysis of the interplay of discourses, interactions, sensory experiences, and material artifacts as civic identities are constituted. The two students’ differing responses are analyzed in relation to other figured worlds that students and teachers daily negotiate: of compliant citizenship, productive citizenship, and consumer citizenship. The overlaps, dissonances, and/o...
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Citizenship Teaching & Learning, 2016
With relatively few comparative studies of civics curricula in diverse democratic contexts and wo... more With relatively few comparative studies of civics curricula in diverse democratic contexts and world regions, this article considers how civic values are negotiated in national curricular policy te ...
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Journal of Educational Adminitration, 2018
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Peabody Journal of Education, 2019
Given the importance of developing civically engaged and knowledgeable citizens, many have sought... more Given the importance of developing civically engaged and knowledgeable citizens, many have sought to improve the quality of students' civic education experiences. This paper examines one particular effort spearheaded by the Joe Foss Institute (JFI), the Civic Education Initiative (CEI). Since the CEI was announced, 18 states have passed legislation that includes a civics test component embedded in the CEI. This conceptual paper examines the CEI against researchbased practices for teaching civics. It then introduces the policy design framework as a tool for analyzing civic policies like CEI. This theory from political science recognizes that policies themselves send important signals that have implications for students' civic development. We utilize the policy design framework to analyze CEI and, in particular, how CEI is likely to shape students' civic and political engagement. We conclude with a proposal for possible future empirical research using the policy design framework.
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Encyclopedia of Teacher Education, 2021
Student voice can improve student outcomes and lead to educational change. Given the potential of... more Student voice can improve student outcomes and lead to educational change. Given the potential of this concept, this article examines the conditions that can enable and constrain this practice. This article uses the concepts of purpose, partnership, and context as a framework to consider what student voice looks like in practice. • Synonyms for the term or terms of the entry (optional) Student voice; pupil voice; youth-adult partnership; youth participatory action research • Main text A Framework for Defining Student Voice: Purpose, Partnerships, and Context Students and adults collaborating together can create more equitable learning opportunities. "Student voice" has been shown to be a means of shifting power dynamics in school settings and addressing issues of equity and justice. Student voice can be defined as the ways in which students have opportunities to participate in and/or influence the educational decisions that will shape their lives and the lives of their peers. Student voice can range from a focus on technical, apolitical concerns to challenging existing power structures. Teachers can ask students to provide feedback on lessons. Schools can create advisory boards in which students provide insights into policy issues. Students can demand changes in hiring policies and school climate. In addition, student voice efforts also are increasingly being offered as a pathway to improving student academic success and social-emotional development. Given the potential impact of student voice, this article examines: What does student voice look like in practice and what are the implications of different forms of student voice? The remainder of this article defines student voice practice along three dimensions-purpose, partnership, and context. Table One provides examples of student voice practices delineated along these three dimensions. We look at "context" going down the table, "partnership" across the table, and within each cell, we offer examples of "purpose," color coded by levels of change. [INSERT TABLE ONE HERE] Partnership Research finds that successful student voice efforts value process as a goal that was as important (and sometimes even more important) than other goals, because the process taught youth valuable skills and life lessons that prepared them for adult lives.
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