Building the capacity for student leadership in high school: a review of organizational mechanisms from the field of student voice

Lyons, Lindsay; Brasof, Marc

doi:10.1108/jea-05-2019-0077

Cited by 8 publications

(2 citation statements)

References 33 publications

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“…Intentionally leveraging power and amplifying community voices is key. This process begins by looking within an institution to see if its members believe in the necessity of partnering with youth and community (Lyons & Brasof, 2020). For example, are they willing to shift away from holding meetings and forums within school, which requires the community come to them, and instead hold meetings in a place that community members hold dear, such as local community centers?…”

Section: Listeningmentioning

confidence: 99%

Taking a LEAP toward community-engaged leadership

Stanley,

Brogan,

Colton

2024

Phi Delta Kappan

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Historical and contemporary factors have disenfranchised and destabilized certain school communities (specifically communities of color). Education leaders can be more inclusive and address the persistent impacts of these broader trends by embracing a community-focused approach to leadership. Darrius A. Stanley, Dan Brogan, and Emily Colton borrow from contemporary research which suggests that educational leaders can help bridge the gaps between schools and historically disenfranchised communities through community-engaged leadership. They offer a research-based, conceptual argument and practical approach to building and sustaining community inclusive schools through listening, engaging, advocating, and partnering.

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Section: Listeningmentioning

confidence: 99%

Taking a LEAP toward community-engaged leadership

Stanley,

Brogan,

Colton

2024

Phi Delta Kappan

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“…Involving students in university life is defined by researchers as an essential element of neoliberal higher education around the world (H. Young & L. Jerome, 2020; E. Nelson & J. Charteris, 2020); the student voice contributes to the development of democratic trends and the development of social capital of graduates with leadership skills as valuable preparation for citizenship in a democratic society (L. Lyons & M. Brasof, 2020;J. Tyrrell & V. Sally, 2015); it is a mean of ensuring the quality of education and one of the requirements of educational benchmarking (V. J.…”

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confidence: 99%

Students’ Participation in Quality Assuarance at University

Bulvinska

Chervona

2020

Continuing Professional Education: Theory and Practice

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The article highlights the problems associated with the concept of involving students in the formation, development and implementation of vital decisions in the field of higher education. It is emphasized that the relevance of student participation is that students are not only a stakeholder but also an equal partner in the processes of university governance and in the process of ensuring the quality of higher education. The article analyses different approaches to the concept of «student voice». The authors propose to consider this concept as a philosophical and managerial idea that students have their unique opinion on education and they should be able to make a real contribution to decision-making in higher education, influencing results, expressing their views, promoting their ideas and feeling the results of their influence. Different models and mechanisms of student voice are presented: representation of students in the governing bodies of the university; activities of students in leading groups of educational programs; survey of students, focus groups; cooperation with the students’ organization; regular informal discussions between students and faculty and university management. The article analyses the practical implementation of different models and mechanisms of student voice in European universities: University College London and University of Helsinki, and reviews the impact of student voice on educational practice in Ukrainian higher education institutions on the example of the National Technical University of Ukraine «Kyiv Polytechnic Institute named after Igor Sikorsky». It is concluded that in Ukrainian universities, compared to European ones, the concept of cooperation with students as full partners in every aspect of their education has not yet found practical implementation; forms of students’ influence more often relate to socio-cultural and sports areas, organization of leisure and entertainment.

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How teachers’ student voice practices affect student engagement and achievement: exploring choice, receptivity, and responsiveness to student voice as moderators

Conner,

Mitra,

Holquist

et al. 2024

J Educ Change

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Strategies that promote student voice have long been championed as effective ways to enhance student engagement and learning; however, little quantitative research has studied the relationship between student voice practices (SVPs) and student outcomes at the classroom level. Drawing on survey data with 1,751 middle and high school students from one urban district, this study examined how the SVP of seeking students’ input and feedback related to their academic engagement, agency, attendance, and grades. Findings revealed strong associations between this SVP and student engagement. Additionally, results showed that having just one teacher who uses the SVP is associated with significantly greater agency, better math grades, higher grade point averages, and lower absent rates than having no teachers who do so. In models testing interaction effects with choice, responsiveness, and receptivity to student voice, teachers’ receptivity was strongly associated with all outcomes. Few interaction effects were found. This study contributes compelling evidence of the impact of classroom SVPs and teacher receptivity to student voice on desired student outcomes.

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Building the capacity for student leadership in high school: a review of organizational mechanisms from the field of student voice

Cited by 8 publications

References 33 publications

Taking a LEAP toward community-engaged leadership

Taking a LEAP toward community-engaged leadership

Students’ Participation in Quality Assuarance at University

How teachers’ student voice practices affect student engagement and achievement: exploring choice, receptivity, and responsiveness to student voice as moderators

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