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Structures and processes to enhance ...

Wilbur, Sharon Ashton.

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Structures and processes to enhance student voice.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Structures and processes to enhance student voice./
作者:	Wilbur, Sharon Ashton.
面頁冊數:	216 p.
附註:	Source: Dissertation Abstracts International, Volume: 70-08, Section: A, page: 2881.
Contained By:	Dissertation Abstracts International70-08A.
標題:	Education, Social Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3371730
ISBN:	9781109331769

Structures and processes to enhance student voice.
Wilbur, Sharon Ashton.

Structures and processes to enhance student voice. - 216 p.

Source: Dissertation Abstracts International, Volume: 70-08, Section: A, page: 2881.

Thesis (Ph.D.)--The University of Oklahoma, 2009.

One role of public schools in the United States is to prepare students to be active citizens within a democracy. An active role requires that citizens be able to voice their concerns and opinions while also considering the opinions of others so that decisions for the common good are reached. Student voice therefore becomes a critical issue within education. In a review of the literature on student voice, it is evident that the current research on student voice is relegated to select group of students but fails to investigate democratic voice of all students. The literature also does not address the structures beyond these select groupings nor does it discuss the processes that enhance student voice for all students. This study examines structures and processes within one middle school and how they facilitate student voice for all students.

ISBN: 9781109331769Subjects--Topical Terms:

1019148
Education, Social Sciences.

Structures and processes to enhance student voice.
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245 1 0 $a Structures and processes to enhance student voice.
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500 $a Source: Dissertation Abstracts International, Volume: 70-08, Section: A, page: 2881.
500 $a Adviser: Mary J. O'Hair.
502 $a Thesis (Ph.D.)--The University of Oklahoma, 2009.
520 $a One role of public schools in the United States is to prepare students to be active citizens within a democracy. An active role requires that citizens be able to voice their concerns and opinions while also considering the opinions of others so that decisions for the common good are reached. Student voice therefore becomes a critical issue within education. In a review of the literature on student voice, it is evident that the current research on student voice is relegated to select group of students but fails to investigate democratic voice of all students. The literature also does not address the structures beyond these select groupings nor does it discuss the processes that enhance student voice for all students. This study examines structures and processes within one middle school and how they facilitate student voice for all students.
520 $a Observations, interviews, student journals, field notes, and school documents were used to collect data for this narrative inquiry qualitative study. The analysis process of critical reflection was used to code and theme the data to determine which structures and processes facilitated democratic student voice. The findings show that teacher instructional practices determine the effectiveness of several school structures. When effective instructional practices are used within these school structures, the data further showed that student voice is enhanced through specific cognitive and affective skills. Implications of the study identify a need for changes within teacher evaluation, school scheduling, and mandated testing.
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773 0 $t Dissertation Abstracts International $g 70-08A.
790 1 0 $a O'Hair, Mary J., $e advisor
790 1 0 $a Cate, Jean $e committee member
790 1 0 $a Vaughn, Courtney $e committee member
790 1 0 $a Williams, Leslie $e committee member
790 1 0 $a Beach, Sally $e committee member
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