1,755
Views
58
CrossRef citations to date
0
Altmetric
Review

In search of voice: theory and methods in K-12 student voice research in the US, 1990–2010

ORCID Icon, ORCID Icon & ORCID Icon

References

  • Arnot, Madeleine, and Diane Reay. 2007. “A Sociology of Pedagogic Voice: Power, Inequality and Pupil Consultation.” Discourse: Studies in the Cultural Politics of Education 28 (3): 311–325. doi:10.1080/01596300701458814.
  • Artiles, Alfredo J. 2013. “Untangling the Racialization of Disabilities.” Du Bois Review: Social Science Research on Race 10 (2): 329–347.
  • Artiles, Alfredo J. 2015. “Beyond Responsiveness to Identity Badges: Future Research on Culture in Disability and Implications for Response to Intervention.” Educational Review 67 (1): 1–22. doi:10.1080/00131911.2014.934322.
  • Arzubiaga, Angela E., Alfredo J. Artiles, Kathleen A. King, and Nancy Harris-Murri. 2008. “Beyond Research on Cultural Minorities: Challenges and Implications of Research as Situated Cultural Practice.” Exceptional Children 74 (3): 309–327. doi:10.1177/001440290807400303.
  • *Ayala, Jennifer, and Anne Galletta. 2009. “Student Narratives on Relationship, Learning, and Change in Comprehensives Turned ‘Small’.” Theory into Practice 48 (3): 198–204. doi:10.1080/00405840902997352.
  • Baker, Bernadette. 1999. “What Is Voice? Issues of Identity and Representation in the Framing of Reviews.” Review of Educational Research 69 (4): 365–383.10.3102/00346543069004365
  • *Basu, Sreyashi Jhumki. 2008. “How Students Design and Enact Physics Lessons: Five Immigrant Caribbean Youth and the Cultivation of Student Voice.” Journal of Research in Science Teaching 45 (8): 881–899. doi:10.1002/tea.20257.
  • Bogdan, Robert C., and Sari Knopp Biklen. 2006. Qualitative Research for Education: An Introduction to Theories and Methods. 5th ed. Boston, MA: Allyn & Bacon.
  • Brantlinger, Ellen, Robert Jimenez, Janette Klingner, Marleen Pugach, and Virginia Richardson. 2005. “Qualitative Studies in Special Education.” Exceptional Children 71 (2): 195–207. doi:10.1177/001440290507100205.
  • *Cammarota, Julio, and Augustine Romero. 2006. “A Critically Compassionate Intellectualism for Latina/o Students: Raising Voices Above the Silencing in Our Schools.” Multicultural Education 14 (2): 16. http://eric.ed.gov/?id=EJ759647
  • *Carbonaro, William J., and Adam Gamoran. 2002. “The Production of Achievement Inequality in High School English.” American Educational Research Journal 39 (4): 801–827. doi:10.3102/00028312039004801.
  • Cheng, Annie Yan Ni. 2012. “Student Voice in a Chinese Context: Investigating the Key Elements of Leadership That Enhance Student Voice.” International Journal of Leadership in Education 15 (3): 351–366. doi:10.1080/13603124.2011.635809.
  • *Conner, Jerusha O. 2010. “Learning to Unlearn: How a Service-learning Project Can Help Teacher Candidates to Reframe Urban Students.” Teaching and Teacher Education: An International Journal of Research and Studies 26 (5): 1170–1177. doi:10.1016/j.tate.2010.02.001.
  • *Cook-Sather, Alison. 2006. “‘Change Based on What Students Say’: Preparing Teachers for a Paradoxical Model of Leadership.” International Journal of Leadership in Education 9 (4): 345–358. doi:10.1080/13603120600895437.
  • *Cook-Sather, Alison. 2009. ““I Am Not Afraid to Listen”: Prospective Teachers Learning from Students.” Theory into Practice 48 (3): 176–183. doi:10.1080/00405840902997261.
  • *Cook-Sather, Alison, and Bernadette Youens. 2007. “Repositioning Students in Initial Teacher Preparation: A Comparative Descriptive Analysis of Learning to Teach for Social Justice in the United States and in England.” Journal of Teacher Education 58 (1): 62–75. doi:10.1177/0022487106296216.
  • Crenshaw, Kimberle. 1997. “Beyond Racism and Misogyny: Black Feminism and 2 Live Crew.” In Feminist Social Thought: A Reader, edited by Diana Tietjens Meyers, 245–263. Abingdon: Routledge.
  • *Cushman, Kathleen. 2009. “SAT Bronx: A Collaborative Inquiry into the Insider Knowledge of Urban Youth.” Theory into Practice 48 (3): 184–190. doi:10.1080/00405840902997287.
  • *Denner, Jill, Beth Meyer, and Steve Bean. 2005. “Young Women’s Leadership Alliance: Youth-Adult Partnerships in an All-female After-school Program.” Journal of Community Psychology 33 (1): 87–100. doi:10.1002/jcop.20036.
  • *Dutro, Elizabeth. 2009. “Children’s Testimony and the Necessity of Critical Witness in Urban Classrooms.” Theory into Practice 48 (3): 231–238. doi:10.1080/00405840902997519.
  • *Elmesky, Rowhea, and Kenneth Tobin. 2005. “Expanding Our Understandings of Urban Science Education by Expanding the Roles of Students as Researchers.” Journal of Research in Science Teaching 42 (7): 807–828. doi:10.1002/tea.20079.
  • Fielding, Michael. 2004. “Transformative Approaches to Student Voice: Theoretical Underpinnings, Recalcitrant Realities.” British Educational Research Journal 30 (2): 295–311. doi:10.1080/0141192042000195236.
  • *Fisher, Maisha T. 2005. “From the Coffee House to the School House: the Promise and Potential of Spoken Word Poetry in School Contexts.” English Education 37 (2): 115–131. http://www.jstor.org.ezproxy1.lib.asu.edu/stable/40173176
  • *Furman, Melina, and Angela Calabrese Barton. 2006. “Capturing Urban Student Voices in the Creation of a Science Mini-documentary.” Journal of Research in Science Teaching 43 (7): 667–694.10.1002/(ISSN)1098-2736
  • Glaser, Barney G. 1978. Theoretical sensitivity: Advances in the Methodology of Grounded Theory. Mill Valley, CA: Sociology Press.
  • *Griffith, Amy Stevens, and Peggy B. Gill. 2006. “Including Student Voice in the Design Process.” Journal of At-Risk Issues 12 (2): 1–6. http://eric.ed.gov/?id=EJ853380
  • Hamann, Edmund, and Linda Harklau. 2010. “Education in the New Latino Diaspora.” In Handbook of Latinos and Education: Theory, Research, and Practice, edited by Enrique Murillo, Sofia A. Villenas, Ruth Trinidad Galván, Juan Sánchez Muñoz, Corinne Martínez, and Margarita Machado-Casas, 157–169. New York, NY: Routledge.
  • Holland, Dorothy, and Jean Lave. 2009. “Social Practice Theory and the Historical Production of Persons.” Action: An International Journal of Human Activity Theory 2:1–15.
  • *Hull, Glynda A., and Mira-Lisa Katz. 2006. “Crafting an Agentive Self: Case Studies of Digital Storytelling.” Research in the Teaching of English 41 (1): 43–81. http://www.jstor.org/stable/40171717
  • Ito, Mizuko, Kris Gutiérrez, Sonia Livingstone, Bill Penuel, Jean Rhodes, Katie Salen, Juliet Schor, Julian Sefton-Green, and S. Craig Watkins. 2013. Connected Learning: An Agenda for Research and Design. Irvine, CA: Digital Media and Learning Research Hub.
  • *Jocson, Korina M. 2005. “‘Taking It to the Mic’: Pedagogy of June Jordan’s Poetry for the People and Partnership with an Urban High School.” English Education 37 (2): 132–148.
  • *Jocson, Korina M. 2006. “‘There’s a Better Word’: Urban Youth Rewriting Their Social Worlds Through Poetry.” Journal of Adolescent & Adult Literacy 49 (8): 700–707. doi:10.1598/JAAL.49.8.6.
  • Josephs, Ingrid E. 2002. “The Hopi in Me: The Construction of a Voice in the Dialogical Self from a Cultural Psychological Perspective.” Theory & Psychology 12 (2): 161–173. doi:10.1177/0959354302012002627.
  • *Kaba, Mariame. 2000. “‘They Listen to Me... but They Don’t Act on It’: Contradictory Consciousness and Student Participation in Decision-making.” The High School Journal 84 (2): 21–34. http://www.jstor.org.ezproxy1.lib.asu.edu/stable/40364403
  • Kena, Grace, Susan Aud, Frank Johnson, Xiaolei Wang, Jijun Zhang, Amy Rathbun, Sidney Wilkinson-Flicker, and Paul Kristapovich. 2014. “The Condition of Education 2014. NCES 2014-083.” National Center for Education Statistics. Accessed 4 April 2015. http://nces.ed.gov/pubsearch
  • Kidd, Warren, and Gerry Czerniawski, eds. 2011. The Student Voice Handbook: Bridging the Academic/Practitioner Divide. Bingley, UK: Emerald Group.
  • *Kirshner, Ben. 2009. “‘Power in Numbers’: Youth Organizing as a Context for Exploring Civic Identity.” Journal of Research on Adolescence 19 (3): 414–440. doi:10.1111/j.1532-7795.2009.00601.x.
  • Kirshner, Ben, and K. Pozzoboni. 2011. “Student Interpretations of a School Closure: Implications for Student Voice in Equity-Based School Reform.” Teachers College Record 113 (8): 1633–1667.
  • *Kroeger, Steve, Cathy Burton, Andrea Comarata, Cari Combs, Christine Hamm, Randy Hopkins, and Beth Kouche. 2004. “Student Voice and Critical Reflection Helping Students at Risk.” Teaching Exceptional Children 36 (3): 50–57. doi:10.1177/004005990403600307.
  • Lodge, Caroline. 2005. “From Hearing Voices to Engaging in Dialogue: Problematising Student Participation in School Improvement.” Journal of Educational Change 6 (2): 125–146. doi:10.1007/s10833-005-1299-3.
  • *Longo, Nicholas V., Christopher Drury, and Richard M. Battistoni. 2006. “Catalyzing Political Engagement: Lessons for Civic Educators from the Voices of Students.” Journal of Political Science Education 2 (3): 313–329. doi:10.1080/15512160600840483.
  • *McQuillan, Patrick J. 2005. “Possibilities and Pitfalls: A Comparative Analysis of Student Empowerment.” American Educational Research Journal 42 (4): 639–670. doi:10.3102/00028312042004639.
  • *Miron, Louis F., and Mickey Lauria. 1998. “Student Voice as Agency: Resistance and Accommodation in Inner-City Schools.” Anthropology & Education Quarterly 29 (2): 189–213. doi:10.1525/aeq.1998.29.2.189.
  • *Mitra, Dana. 2004. “The Significance of Students: Can Increasing ‘Student Voice’ in Schools Lead to Gains in Youth Development?” The Teachers College Record 106 (4): 651–688. doi:http://www.tcrecord.org/Content.asp?ContentID=1153110.1111/tcre.2004.106.issue-4
  • *Mitra, Dana L. 2005. “Adults Advising Youth: Leading While Getting Out of the Way.” Educational Administration Quarterly 41 (3): 520–553. doi:10.1177/0013161X04269620.
  • *Mitra, Dana L. 2006a. “Student Voice from the Inside and Outside: The Positioning of Challengers.” International Journal of Leadership in Education 9 (4): 315–328. doi:10.1080/13603120600895379.
  • *Mitra, Dana L. 2006b. “Youth as a Bridge Between Home and School Comparing Student Voice and Parent Involvement as Strategies for Change.” Education and Urban Society 38 (4): 455–480. doi:10.1177/0013124506287911.
  • *Mitra, Dana L. 2007. “The Role of Administrators in Enabling Youth– Adult Partnerships in Schools.” Nassp Bulletin 91 (3): 237–256. doi:10.1177/0192636507305964.
  • *Mitra, Dana L. 2008. “Balancing Power in Communities of Practice: an Examination of Increasing Student Voice Through School-based Youth–Adult Partnerships.” Journal of Educational Change 9 (3): 221–242. doi:10.1007/s10833-007-9061-7
  • *Mitra, Dana L. 2009a. “Collaborating with Students: Building Youth-Adult Partnerships in Schools.” American Journal of Education 115 (3): 407–436. doi:10.1086/597488.
  • *Mitra, Dana. 2009b. “The Role of Intermediary Organizations in Sustaining Student Voice Initiatives.” The Teachers College Record 111 (7): 1834–1870. http://www.tcrecord.org/content.asp?contentid=15309
  • *Mitra, Dana L., and Steven Jay Gross. 2009. “Increasing Student Voice in High School Reform Building Partnerships, Improving Outcomes.” Educational Management Administration & Leadership 37 (4): 522–543. doi:10.1177/1741143209334577.
  • Mitra, Dana, Stephanie Serriere, and Donnan Stoicovy. 2012. “The Role of Leaders in Enabling Student Voice.” Management in Education 26 (3): 104–112.10.1177/0892020612445678
  • Mockler, Nicole, and Susan Groundwater-Smith. 2014. Engaging with student voice in research, education and community: beyond legitimation and guardianship. Dordrecht: Springer.
  • *Morgan, William, and Matthew Streb. 2001. “Building Citizenship: How Student Voice in Service-learning Develops Civic Values.” Social Science Quarterly 82 (1): 154–169. doi:10.1111/0038-4941.00014.
  • *Morrill, Calvin, Christine Yalda, Madelaine Adelman, Michael Musheno, and Cindy Bejarano. 2000. “Telling Tales in School: Youth Culture and Conflict Narratives.” Law and Society Review 34 (3): 521–565. http://www.jstor.org/stable/3115137. 10.2307/3115137
  • Noguera, Pedro, Julio Cammarota, and Shawn Ginwright. 2006. Beyond resistance! Youth activism and community change: New democratic possibilities for practice and policy for America’s youth. New York, NY: Routledge.
  • *Osberg, Jerusha, Denise Pope, and Mollie Galloway. 2006. “Students Matter in School Reform: Leaving Fingerprints and Becoming Leaders.” International Journal of Leadership in Education 9 (4): 329–343.10.1080/13603120600895338
  • *Quiroz, Pamela Anne. 2001. “The Silencing of Latino Student “Voice”: Puerto Rican and Mexican Narratives in Eighth Grade and High School.” Anthropology & Education Quarterly 32 (3): 326–349.10.1525/aeq.2001.32.issue-3
  • Ravitch, Sharon, and Matthew Riggan. 2012. Reason & Rigor: How Conceptual Frameworks Guide Research. New York: Sage Publications.
  • Robinson, Carol, and Carol Taylor. 2007. “Theorizing Student Voice: Values and Perspectives.” Improving Schools 10 (1): 5–17.10.1177/1365480207073702
  • Robinson, Carol, and Carol Taylor. 2013. “Student Voice as a Contested Practice: Power and Participation in Two Student Voice Projects.” Improving Schools 16 (1): 32–46.
  • Rudduck, Jean, and Michael Fielding. 2006. “Student Voice and the Perils of Popularity.” Educational Review 58 (2): 219–231.10.1080/00131910600584207
  • Schatzki, Theodore R., Karin Knorr-Cetina, and Eike Von Savigny. 2001. The Practice Turn in Contemporary Theory. Abingdon: Psychology Press.
  • *Schmakel, Patricia K. 2008. “Early Adolescents’ Perspectives on Motivation and Achievement in Academics.” Urban Education 43 (6): 723–749.
  • Spivak, Gayatri Chakravorty. 1988. “Can the Subaltern Speak?” In Marxism and the Interpretation of Culture, edited by C. Nelson and Al Grossberg, 271–313. Champaign: University of Illinois Press. 10.1007/978-1-349-19059-1
  • *Storz, Mark G. 2008. “Educational Inequity from the Perspectives of Those Who Live It: Urban Middle School Students’ Perspectives on the Quality of Their Education.” The Urban Review 40 (3): 247–267. doi:10.1007/s11256-008-0083-0.
  • *Syvertsen, Amy K., Michael D. Stout, Constance A. Flanagan, Dana L. Mitra, Mary Beth Oliver, and S. Shyam Sundar. 2009. “Using Elections as Teachable Moments: A Randomized Evaluation of the Student Voices Civic Education Program.” American Journal of Education 116 (1): 33–67. doi:10.1086/605100.
  • *Tan, Edna, and Angela Calabrese Barton. 2010. “Transforming Science Learning and Student Participation in Sixth Grade Science: A Case Study of a Low-income, Urban, Racial Minority Classroom.” Equity & Excellence in Education 43 (1): 38–55. doi:10.1080/10665680903472367.
  • Thiessen, Dennis, and Alison Cook-Sather. 2007. International Handbook of Student Experience in Elementary and Secondary School. Netherlands: Springer. doi:10.1007/1-4020-3367-2.
  • UNICEF. 1990. The United Nations Convention on the Rights of the Child. http://www.unicef.org.uk/publications/pdf/uncrc.pdf.
  • *Wassell, Beth A. 2006. “The Type of Teacher I Don’t Want to Be: Constructing Teacher Identity Through Converse Descriptions and Student Voice.” Teacher Education and Practice 19: 149–163. http://eric.ed.gov/?id=EJ793781
  • *Wong, Nga-Wing Anjela. 2008. ““They See Us as Resource”: The Role of a Community-Based Youth Center in Supporting the Academic Lives of Low-Income Chinese American Youth.” Anthropology & Education Quarterly 39 (2): 181–204. doi:10.1111/j.1548-1492.2008.00015.x.
  • *Yonezawa, Susan, and Makeba Jones. 2009. “Student Voices: Generating Reform from the Inside Out.” Theory into Practice 48 (3): 205–212. doi:10.1080/00405840902997386.
  • *York-Barr, Jennifer, Tony Paulsen, Robi Kronberg, Mary Beth Doyle, and Lynne Biddle-Walker. 1996. “Student Perspectives on High School Experiences and Desired Life Outcomes.” The High School Journal 80 (2): 81–94. http://www.jstor.org/stable/40364728
  • *Zenkov, Kristien. 2009. “Seeing the Pedagogies, Practices, and Programs Urban Students Want.” Theory into Practice 48 (3): 168–175. doi:10.1080/00405840902997253.
  • *Zion, Shelley D. 2009. “Systems, Stakeholders, and Students: Including Students in School Reform.” Improving Schools 12 (2): 131–143. doi:10.1177/1365480209105577

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.