What Is Student Voice Anyway? The Intersection of Student Voice Practices and Shared Leadership

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Administration Quarterly Pub Date : 2023-06-22 DOI:10.1177/0013161X231178023
Samantha E. Holquist, Dana L. Mitra, Jerusha O. Conner, N. Wright
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Abstract

Purpose: Educational leadership traditionally has defined school leadership as an adult-only space. An emerging group of scholars is expanding the field to challenge who should be considered an educational leader and whose voices should be centered in change processes. Examining the ways in which students serve as leaders in schools, student voice scholarship has expanded rapidly over the last two decades. However, it has not cohered around a shared understanding of the central components of the practice of student voice in classrooms and schools. Research Methods: Our process drew upon two different data sources in parallel—a systematic literature review and interviews/focus groups with students, teachers, and school leaders. We designed our process in this format to draw upon what has been done before and to understand whether the past still aligns with current practice. We hope that in addition to articulating student voice constructs, this article also can offer methodological contributions as demonstrating ways to understand educational practices based on past and new research. Findings: This article presents a framework of the core components of student voice in classrooms and schools: structures (setting, focus, and intent) and relationships (access, representative, roles, and responsiveness). Implications for Research and Practice: This framework provides a roadmap for students, teachers, school leaders, and academic scholars to understand how leadership at the school and classroom levels can envision and design student voice practices. Further, it offers a starting point for articulating the range of possibilities for student voice in classrooms and schools.
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学生的声音到底是什么?学生声音实践与共享领导力的交叉点
目的:传统上,教育领导力将学校领导力定义为成人专用空间。一个新兴的学者群体正在扩大这一领域,挑战谁应该被视为教育领导者,谁的声音应该集中在变革过程中。研究学生在学校中担任领导者的方式,学生声音奖学金在过去二十年中迅速扩大。然而,它并没有围绕着对课堂和学校中学生发声实践的核心组成部分的共同理解。研究方法:我们的过程同时利用了两个不同的数据来源——系统的文献综述和对学生、教师和学校领导的访谈/焦点小组。我们以这种形式设计了我们的流程,以借鉴以前的做法,并了解过去是否仍与当前的做法一致。我们希望,除了阐明学生的声音结构外,这篇文章还可以提供方法学贡献,以展示基于过去和新研究的理解教育实践的方法。研究结果:本文介绍了课堂和学校中学生声音的核心组成部分的框架:结构(设置、重点和意图)和关系(访问、代表、角色和响应)。对研究和实践的启示:该框架为学生、教师、学校领导和学术学者提供了一个路线图,让他们了解学校和课堂层面的领导如何设想和设计学生发声实践。此外,它为阐明学生在课堂和学校发声的可能性提供了一个起点。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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