No abstract

This transcendental phenomenological study set out to determine the nature and extent of influence on student success, as perceived by selected rising seventh-grade students at a particular mid-West middle school (grades 6-8), through analysis of a student-centered narrative. In particular, this study sought to ascertain how and why certain students believe they were successful, and how students perceive home, school, and community people and places to be positive and negative influences on their success in and outside of school. Analysis revealed that students see themselves ("self"), as well as individuals and places outside the home and school ("places and faces"), along with rewards and punishments (a "double-edged sword"), as combined influences on their success. Analysis of the student narrative also led to the development of an ecological footprint for the selected school, which revealed more influence from the macro-system than previously suggested by prior research. As such, it may be wise for schools, families, and community agencies, programs and individuals to develop mental health and coping strategies and programs to promote student success. Keywords: ecological systems theory, student voice, student success, middle school

Drawing partly on publicly accessible commentary on 2015 Programme for International Students Assessment (PISA) scores (Organisation for Economic Cooperation Development, [OECD], 2016),i this article reminds educators of the need to reflect on past, present, and possible future interventions and strategies to help all students be academically successful. Discussion includes how a STEM/STEAM-based 21st century skills framework can have a positive impact on student achievement by creating an engaging, challenging, rigorous, student-centered teaching and learning environment. The article stresses the importance of taking a unified ecological approach involving home, school, and community settings when attempting to understand how and why students have been academically successful, and conversely unsuccessful. Reminding educators of the importance of reform across the entire PK-21 setting, this article provides a timely (re)discussion of a perennial yet crucial educational topic on how to meet the needs of current and future students in a rapidly changing world.

This single site case study examined influences on student success, as perceived by twelve selected sixth grade students (ages 11-12), at a mid-West U.S. middle school (grades 6-8). Using a strengths-based positivist approach, it examined how and why participants thought they had been academically successful during their first year of secondary school. Analysis of the resulting student-centered narrative applied elements of ecological systems theory to determine home, school, and community influences on academic success. This study reinforces the importance of listening to students, recognising the role student voice can have to improve the overall teaching and learning environment.