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People Affected by Meaningful Student Involvement

There are innumerable people who can be affected by Meaningful Student Involvement, no matter where it is happening, who is involved or what it is addressing.

Among the many stakeholders, it is vital to understand exactly how Student/Adult Partnerships can be most effective. Fielding addresses this when he wrote,

“the inclusion of student voice can be achieved in a variety of different methods that allow multiple opportunities for students to be included in the planning and decision-making about their own learning environment but that it will be the leadership of the principal that ultimately determines which school-based decisions will be inclusive of student voice.” (Fielding, 2001)

Following is a list of people who are affected by Meaningful Student Involvement, including students, the principal, and others throughout the education system.  Links go to additional information, including examples and research.

List of People affected by Meaningful Student Involvement

Other parties potentially affected by Meaningful Student Involvement:

  • Nonprofit education organizations
  • Education professional associations
  • PTA
  • Teachers unions
  • Education publishers
  • Assessment companies
  • App developers
  • Tech manufacturers

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Student Voice Revolution: The Meaningful Student Involvement Handbook written by Adam Fletcher published by CommonAction Publishing in 2017.
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Youngest-Ever Candidate

Calling for student voice in educational decision-making, Sonia Yaco was the youngest-ever documented candidate for a publicly-elected school board position in the United States.

In 1972, at the age of 16, she ran for the Ann Arbor, Michigan school board. After announcing her campaign, Yaco completed the procedural requirements for candidacy. However, Ann Arbor Public Schools denied certification of Yaco’s candidacy to stop her from running for the school board. A local district court judge allowed their decision to stand, and the election happened without Yaco. She received 8% of the total votes as a write-in candidate.

In 1973, another lawsuit found that school boards can exclude students under eighteen from running for school-board seats, primarily because of concerns about “maturity.”

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Feature on Dana Mitra

Dana Mitra is a bright light shining for student voice. Since the inception of SoundOut in 2002, Dana has provided constant inspiration and guidance, gently pushing our thinking as we established the frameworks of Meaningful Student Involvement and making strident efforts to take student voice further across the United States.

Dana began her career in education as a teacher in the Washington DC area. With her PhD from Stanford University’s School of Education, she has become an Associate Professor of Education in the Educational Theory and Policy program at Penn State University. She is the Director of the Willower Center for Ethics and Leadership at Penn State and a co-Editor for the American Journal of Education, and served as a Fulbright-Nehru scholar to Bangalore, India in 2012.

Learn more about Dana and contact her at the Penn State University website.

Dana Mitra Bibliography

  • Mitra, D. (2015). The intersection of student voice and policy research. In Conner, J. and Rosin, R. (Eds.) Student voice in American educational policy: A national society for the study of education yearbook. NY: Teachers College Press.
  • Mitra, D. (2015) Forward in Brasoff, M., Student voice and school governance: Distributing leadership to youth and adults. NY: Routledge.
  • Serriere, S. & Mitra, D. (2014). Service-learning to empower second graders as change agents. In A. Libresco (Ed.), Exemplary Elementary Social Studies:  Case Studies in Practice (pp. xx-xx). Charlotte, NC: Information Age Publishing.
  • Kawai, R., Serriere, S, & Mitra, D. (2104). Fostering civic efficacy and action through fifth graders’ civic ‘zines. In A. Libresco (Ed.), Exemplary Elementary Social Studies:  Case Studies in Practice (pp. 35-58). Charlotte, NC: Information Age Publishing.
  • Cook-Sather, A and Mitra, D. (2013). Linking across the links: Student voice works-in-progress. Connect: supporting student participation, 202, August, 11-16. ISSN 2202-4980
  • Mitra, D. L. (2012). Increasing student voice in school reform: Building partnerships, improving outcomes. In Kelly, B. and Perkins, D. (Eds), Handbook of Implementation Science for Psychology in Education (pp. 361-372). New York: Cambridge University Press.
  • Mitra, D.L. & Kirshner, B. (2012). Insiders versus outsiders—Examining variability in student voice initiatives and their consequences for school change. In B. McMahon & J. Portelli (Ed.), Student engagement in urban schools: Beyond neoliberal discourses (pp. 49-72). Charlotte, NC: Information Age Publishing
  • Mitra, D. & Zheng, A. (2011). Pennsylvania’s best investment: The social and economic benefits of public education. Education Law Center. Philadelphia, PA.
  • Mitra, D.L., Frick W. C., & Crawford, E. (2011). The ethical dimensions of student voice activities in the United States. In G. Czerniawski & W. Kidd (Eds.) The Student Voice Handbook: Bridging the Academic/Practitioner Divide (pp. 369- 380). London: Emerald.
  • Serriere, S. & Mitra, D. (2011). Student voice and youth development. In C. Day (Ed), Handbook on Teacher and School Development (pp. 223-232). New York: Sage.
  • Boggess, L. & Mitra, D. (2011). The extraordinary mentorship of Bill Boyd. Peabody Journal of Education, 86, 4, 380-389.
  • Eckert, S & Mitra, D.L. (2011). Policy. Oxford Biographies Online. New York: Oxford Press.
  • Mitra, D.L. (2011). Student participation. Oxford Biographies Online. New York: Oxford Press.
  • Mitra, D. L. (2009). Amplifying student voice. In M. Scherer (Ed.), Engaging the whole child: Reflections on best practices in learning, teaching, and leadership. Alexandria, VA: ASCD.
  • Mitra, D. L. (2008). Making it ‘real’: The role of student voice in reforming classroom practice. Educational Leadership, 66, 3, 20-25.
  • Mitra, D. L. (2008). Student voice or empowerment? Examining the role of school-based youth-adult partnerships as an avenue toward focusing on social justice. In A. Normore (Ed.), Leadership for social justice: Promoting equity and excellence through inquiring and reflective practice (pp. 193-212). Charlotte, NC: Information Age Publishing.
  • Mitra, D., Perkins, D., Movit, M. (2006, June) Second Mile Leadership Institute 2006: Report from the evaluation’s open ended questions. The Pennsylvania State University, College of Education.
  • Mitra, D., Movit, M., Perkins, D. (2006, June) The Make a Difference Conference 2006 Executive Summary. The Pennsylvania State University, College of Education.
  • Mitra, D. L. (2005). Increasing student voice and moving toward youth leadership. The Prevention Researcher, 13, 1, 7–10.
  • McLaughlin, M. & D. L. Mitra. (2003). The cycle of inquiry as the engine of school reform: Lessons from the Bay Area School Reform Collaborative. Stanford, CA: Center for Research on the Context of Teaching.
  • Mitra, D. L. (2001) Opening the floodgates: Giving students a voice in school reform. Forum. United Kingdom. September.
  • Stites, R. & D. L. Mitra. (2001). Palo Alto Unified school district team. In Penuel, W. R., & Korbak, C. (Eds.). Silicon Valley Challenge 2000 Longitudinal Case Studies Final Report. Menlo Park, CA: SRI International.
  • Brezicha, K., Bergmark, U. & Mitra, D. (2015). One Size Does Not Fit All: Differentiating Leadership to Intentionally Support Teachers in School Reform. Education Administration Quarterly, 51, 1, 96-132.
  • Kawai, R., Serriere, S., & Mitra, D. (2014). Contested Spaces of a “Failing” Elementary School. Theory and Research in Social Education, 42, 4, 486-515
  • Mitra, D., Serriere, S., & Kirshner, B. (2014). Youth participation in U.S. contexts: Student voice without a national mandate. Children & Society, 28, 4, 292-304
  • Mitra, D., Lewis, T., & Sanders, F. (2013). Architects, Captains, and Dreamers: Creating Advisor Roles that Foster Youth-Adult Partnerships. Journal of Educational Change, 14, 2, 177-201.
  • Serriere, S., McGarry, L., Fuentes, D., & Mitra, D. (2012). The thinking that service-learning ignites. Social Studies and the Learner, 9, 4, 6-10.
  • Mitra, D. L. & Halabi, S. (2012). Paradoxes in policy practice: Signaling post-secondary pathways in the Rust Belt. Teachers College Record, 114, 1, 1-34.
  • Mitra, D., & Serriere, S. (2012). Student voice in elementary-school reform: Examining youth development in fifth graders. American Educational Research Journal, 49, 743–774, doi:10.3102/0002831212443079
  • Mitra, D., Serriere, S, & Stoicovy, D. (2012). The role of leaders in enabling student voice. Management in Education, 26, 3, 104-112.
  • Serriere, S. & Mitra, D. (2012). Student voice and youth development. In C. Day (Ed), Handbook on Teacher and School Development. New York: Sage.
  • Serriere, S. C., Mitra, D. L., & Reed, K. (2011). Student voice in the elementary years: Fostering youth-adult partnerships in elementary service-learning. Theory and Research in Social Education, 39, 4, 541-575.
  • Mitra, D. L. & Frick, W.F. (2011). Civic capacity in educational reform efforts: Finding agency in a time of globalization. Educational Policy, 25, 5, 810-843.
  • Serriere, S. C., Mitra, D. L. & Cody, J. (2010). Youth citizens taking action: Better school lunches, and more. Social Studies and the Learner, November.
  • Mitra, D., Sanders, F., and Perkins, D. (2010). Providing spark and stability: The role of intermediary organizations in establishing school-based youth-adult partnerships. Applied Developmental Science, (14), 12, 1-18.
  • Mitra, D. L. & Gross, S. J. (2009). Increasing student voice in high school reform: Building partnerships, improving outcomes. Educational Management, Administration, and Leadership, 37, 4, 452-473.
  • Mitra, D. L. (2009).Collaborating with students: Building youth-adult partnerships in schools. American Journal of Education, 15, 3, 407-436.
  • Mitra, D. L. (2009). Student voice and student roles in education policy and policy reform. In D. N. Plank, G. Sykes & B. Schneider (Eds.), AERA Handbook on Education Policy Research (pp. 819-830). London: Routledge.
  • Mitra, D. L. (2009). Strengthening student voice initiatives in high schools: An examination of the supports needed for school-based youth-adult partnerships. Youth and Society 40, 3, 311-335.
  • Mitra, D. L. (2009). The role of intermediary organizations in sustaining student voice initiatives. Teachers College Record 111, 7, 1834-1868.
  • Syvertsen, A.K., Stout, M.D., Flanagan, C.A with Mitra, D. L., Oliver, M.B., Sundar, S. S. (2009). Using elections as teachable moments: A randomized evaluation of the Student Voices civic education program. American Journal of Education, 116, 1, 33-66.
  • Mitra, D. L. (2008). Student voice in school reform: Building youth-adult partnerships that strengthen schools and empower youth. Albany, NY, State University of New York Press.
  • Mitra, D. L., Frick, W. C., & Movit, Marcela A. (2008). Brain drain in the Rust Belt: Can educational reform help to build civic capacity in struggling communities? Educational Policy, 22, 731-757.
  • Mitra, D. 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, 221-324.
  • Sanders, F., Movit, M., Mitra, D., & Perkins, D. F. (2007). Examining ways in which youth conferences can spell out gains in positive youth development. LEARNing Landscapes, 1, 1, 49-78.
  • Mitra, D. L. (2007). The role of administrators in enabling youth-adult partnerships in schools. NASSP Bulletin, 91, 3, 237-256.
  • Mitra, D. L. (2007). Student voice in school reform: From listening to leadership. In D. Thiessen & A. Cook-Sather (Eds.), International Handbook of Student Experience in Elementary and Secondary School. (pp. 727-744). Dordrecht, The Netherlands: Springer.
  • Mitra, D. L. (2006). Student voice or empowerment? Examining the role of school-based youth-adult partnerships as an avenue toward focusing on social justice. International Electronic Journal for Leadership in Learning, 10, 22, http://www.acs.ucalgary.ca/~iejll/.
  • Mitra, D. L. (2006). Youth as a bridge between home and school: Comparing student voice and parent involvements as strategies for change. Education and Urban Society, 38(4), 455-480.
  • Mitra, D. L. (2006). Educational change on the inside and outside: The positioning of challengers. International Journal of Leadership Education, 9, 4, 315-328.
  • Mitra, D. L. (2005). Adults advising youth: Leading while getting out of the way. Educational Administration Quarterly, 41, 3, 520-553.
  • Mitra, D. L. (2004). The significance of students: Can increasing “student voice” in schools lead to gains in youth development. Teachers College Record, 106, 4, 651–688.
  • Mitra, D. L. (2003). Student voice in school reform: Reframing student-teacher relationships. McGill Journal of Education, 38, 2, 289–304.
  • McLaughlin, M., & D. L. Mitra. (2001). Theory-based change and change-based theory: Going deeper, going broader. Journal of Educational Change, 3, 1, 301–323.

See the SoundOut Bibliography for more features on your favorite authors!

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Feature on Roger Holdsworth

Roger Holdsworth is one of the longest standing and most successful advocates and allies for student voice, student engagement and Meaningful Student Involvement in the world. Based in Sydney, Australia, his work is admired, learned from and shared globally by researchers, practitioners, students and others. He is also the publisher of the internationally respected journal Connect for Student Participation, publishing six editions per year from more than 35 years. Roger is widely sought after for his expertise in the areas of student voice, student engagement and student participation.

A longtime secondary school teacher focused on physics and math, Roger has been involved in dozens of highly innovative, student-led and student-driven projects in Australia. As a curriculum consultant and nonprofit youth director, Roger worked with several vibrant youth engagement programmes in Australia. In 1990, he joined the Australian Youth Research Centre at The University of Melbourne. As their manager, he wrote and assisted writing many reports and facilitated numerous research programmes. Since retiring in 2004, Roger continues consulting with a number of schools and keeps publishing Connect.

Roger Holdsworth Bibliography

  • Holdsworth, R. (2014) “Spaces for Partnerships. Teach the Teacher: student-led professional development for teachers,” Forum Vol 56 No 1; pp 67-78.
  • Holdsworth, R. (2011) “Young people’s engagement in education and community,” In Beadle, Sally; Holdsworth, Roger; Wyn, Johanna (eds) (2011) For we are young and … ? Young people in a time of uncertainty. MUP Academic Monographs, Melbourne University Publishing: Melbourne.
  • Holdsworth, R. (2010)  “Travelers and immigrants: European influences on Australian world music,” In Jordan, Seth (ed) (2010) World Music: Global sounds in Australia. University of NSW Press: Sydney.
  • Taylor, F.E., Walsh, L, Holdsworth, R.  (eds) (2010) Partnerships in the Youth Sector. Series: What Works: stories from around Australia. Foundation for Young Australians.
  • Taylor, F.E., Walsh, L, Holdsworth, R. (eds) (2010) Young People Active in Communities. (series: What Works: stories from around Australia; v. 2) Foundation for Young Australians.
  • Kimberley, Michael; Walsh, Lucas; Holdsworth, Roger.  (eds) (2010)  Inclusive Approaches with Young People. (series: What Works: stories from around Australia; v. 3) Foundation for Young Australians.
  • Holdsworth, R. and Tonson, J. (2010). Represent! An SRC resource kit for students and teachers. Victorian Student Representative Council and Office for Government School Education, Victorian Department of Education and Early Childhood Development: Melbourne.
  • Holdsworth, R. (2010) Transition and Engagement: Research Document 6. Student Wellbeing, Catholic Education Office: East Melbourne.
  • Holdsworth, Roger (2010) “Students Leading in Investigating and Enacting Values in School Communities,” in Terence Lovat, Ron Toomey and Neville Garner (eds) International Research Handbook on Values Education and Student Wellbeing, Springer: Dordrecht.
  • Holdsworth, R. and Blanchard, M. (2006) “Unheard Voices: Themes Emerging From Studies of the Views About Engagement of Young People With High Support Needs in the Area of Mental Health” 16(01):14 – 28.
  • Holdsworth, R. (2006) Student Action Teams: Implementing productive practices in Primary and School classrooms. Sydney: Connect Publications.
  • Holdsworth, R. (2005) Student Councils and Roger Holdsworth. Sydney: Connect Publications.
  • Holdworth, R. (2005) “Taking young people seriously means giving them serious things to Roger Holdsworth Children Taken Seriously” in Mason, J. and Fattore, T. (2005) Theory, Policy and Practice. pages 139-150; Jessica Kingsley Publishers.
  • Thomson, P. and Holdsworth, R. (2003) “Theorizing change in the educational ‘field’: re‐readings of ‘student projects’,” International Journal of Leadership in Education 6(4):371-391. (December)
  • Holdsworth, R. (2000) “Schools that create real roles of value for young people,” Prospects 30(3):349-362. (September)
  • Hampel, B., Holdsworth, R. and Boldero, J. (1996) “Gender patterns in environmental consciousness,” Journal of Sociology 32(1):58-71. (March)
  • Hampel, B., Holdsworth, R. and Boldero, J. (1996) “The Impact of Parental Work Experience and Education on Knowledge, Concern and Behaviour among Adolescents,” Environmental Education Research 2(3):287-300. January.
  • Holdworth, R. (1985) Student Participation and the Participation and Equity Program. Commonwealth Schools Commission.

 

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Feature on Michael Fielding

Michael Fielding is one of the most-recognized researchers in the field of student voice around the world. His work has deeply influenced SoundOut, informing our concept of moving from simply listening to student voice towards Meaningful Student Involvement for every student in every school all of the time.

Michael Fielding was a teacher for more than two decades, focused on practicing radical democratic education. After that, he taught at the universities of Cambridge and Sussex. Today he is the Emeritus Professor of Education at University College London. Michael is one of the key writers in the field of student voice, leading innovative research in the areas of school improvement, educational leadership and radical education.

Learn more about him and contact him at the University College London Institute of Education website.

Michael Fielding Bibliography

  • Fielding, M. (2014) ‘Bringing Freedom to Education’ – Colin Ward, Alex Bloom and the possibility of radical democratic schools In: C. Burke and K. Jones (eds) Education, Childhood and Anarchism: Talking Colin Ward. Routledge, 86-98
  • Fielding, M. and Moss, P. (2014) “L’educazione radicale e la scuola commune: un’alternativa democratic; Parma, edizioni junior,” [Italian translation of Radical Education and the Common School – a democratic alternative (2011)].
  • Fielding, M. (2014) “Beyond the betrayal of democracy in schools: lessons from the past, hopes for the future,” Research in Teacher Education 3 (2) October, 47–50.
  • Fielding, M. (2014) Why co-operative schools should oppose competition and what they might do instead In: T.Woodin (ed) Co-operation, learning and co-operative values: contemporary issues in education Routledge,17-30.
  • Fielding, M. (2014) Democratic fellowship and the practice of human possibility In: R. Marples, J.Suissa and C. Winstanley (eds) Education, Philosophy and Wellbeing: New Perspectives on the Work of John White Abingdon, Routledge, 54-69.
  • Fielding, M. (2014) Radical democratic education as response to two World Wars and a contribution to world peace – the inspirational work of Alex Bloom. Forum 56 (3), 513-527.
  • Fielding, M. (2014) Learning to be Human: The Educational Legacy of John Macmurray. Fielding (ed) Routledge.
  • Fielding, M. (2013) Whole School Meetings and the Development of Radical Democratic Community, Studies in Philosophy and Education 32 (2), 123-140. (first published online 13 November, 2010)
  • Fielding, M. (2013) “Gli student: agenti radicali di cambiamento,” In V.Grion and A.Cook-Sather (eds) Student Voice – Prospettive internazionali e pratiche emrgenti in Italia Milan, Angelo Guerini, 62-82. [TRANS: “Students: radical agents of change,” In V. Grion and A.Cook-Sather (eds) Student voice. International perspectives and practices emerging in Italy Milan, Angelo Guerini. 62-82]
  • Fielding, M. and Moss, P. (2012) “Radical democratic education,” American Sociological Association Annual Meeting, Denver August.
  • Fielding, M. (2012) “From student voice to democratic community: new beginnings, radical continuities,” In McMahon, B. (ed) Student Engagement in Urban Schools: Beyond Neo-liberal Discourses, Charlotte,NC, Information Age Publishing, 11-27.
  • Fielding, M. (2012) “Personalisation, Education, Democracy and the Market,” In Mincu, M. (ed) Personalising Education: Theories, Politics and Cultural Contexts Sense Publishers, 75-87.
  • Fielding, M. (2012) “Beyond Student Voice: Patterns of Partnership and the Demands of Deep Democracy (Más Allá De La Voz Del Alumnado: Patrones De Colaboración Y Las Demandas De Una Democracia Profunda),” Journal of Education (Revista de Educación) No 359 Septiembre-diciembre, 45-65.
  • Fielding, M. (2012) “Education as if People Matter: John Macmurray, community and the struggle for democracy,” Oxford Review of Education Vol 38 No 6 December 2012, pp 675-692.
  • Fielding, M. (2012) “Editorial – Learning to be Human: the educational legacy of John Macmurray,” Oxford Review of Education 38 (6) December, 653-692.
  • Fielding, M. (2012) “Introduction to Oxford Review of Education text of John Macmurray’s ‘Learning to be Human’”, Oxford Review of Education 38 (6) December, 661-664.
  • Fielding, M. (2011) “Schools for democracy,” In K. Spours and N.Lawson (eds) Education for the Good Society Compass e-book.
  • Fielding, M. (2011) “Student voice and the possibility of radical democratic education: re-narrating forgotten histories, developing alternative futures,” In: G. Czerniawski and W. Kidd (eds) The Student Voice Handbook: Bridging the Academic/Practitioner Divide. Emerald, 3-17.
  • Fielding, M. (2011) “Patterns of partnership: student voice, intergenerational learning and democratic fellowship,” In N. Mockler and J. Sachs (eds) Rethinking educational practice through reflexive research: Essays in honour of Susan Groundwater-Smith Springer, 61-75.
  • Fielding, M. (2011) “Radical democratic education and emancipatory social pedagogy: prolegomena to a dialogue,” In: Claire Cameron and Peter Moss (eds) Social Pedagogy and Working with Children and Young People: Where Care and Education Meet Jessica Kingsley, 177-194.
  • Fielding, M. (2010) “Student voice and inclusive education: a radical democratic approach to intergenerational learning (La voz del alumnado y la inclusion educativa: una aproximacion democratica radical para el aprendizaje intergeneracional),” Journal of Inter-University Teacher Education (Revista Interuniversitaria de Formacion del Profesorado) 70 (25,1) Abril, 31-61.
  • Fielding, M. and Moss, P. (2010) Radical Education and the Common School – a democratic alternative. Routledge.
  • Fielding, M. (2010) “Whole School Meetings and the Development of Radical Democratic Community,” Studies in Philosophy and Education Published online 13 November.
  • Fielding, M. (2010) “The radical potential of student voice: Creating spaces for restless encounters,” International Journal of Emotional Education Vol 2 No 1 April pp 61-73.
  • Fielding, M. (2010) Transformative Approaches to Student Voice: Theoretical Underpinnings, Recalcitrant Realities, in H. Torrance (ed) Qualitative Research Methods in Education Sage.
  • Fielding, M. (2009) “Public space and educational leadership: reclaiming and renewing our radical traditions,” Educational Management, Administration and Leadership Vol 37 No 4 pp 497– 521.
  • Fielding, M. (2009) “Interrogating student voice: pre-occupations, purposes and Possibilities” In: H. Daniels, H. Lauder and J. Porter (eds) Educational Theories, Cultures and Learning: A Critical Perspective. Routledge pp 101-116.
  • Fielding, M. (2008) “Personalisation, Education and the Market,” Soundings. Issue 38 pp 56-69.
  • Fielding, M. (2007) “Jean Rudduck (1937 – 2007) ‘Carving a New Order of Experience’: a preliminary appreciation of the work of Jean Rudduck in the field of student voice,” Educational Action Research Vol 15 No 3 pp 323-336.
  • Fielding, M. and Robinson, C. (2007) “Children and their Primary Schools: pupils’ voices,” Primary Research Survey 5.3 Cambridge, University of Cambridge Faculty of Education.
  • Fielding, M. (2007) “On the Necessity of Radical State Education: Democracy and the Common School,” Journal of Philosophy of Education Vol 41 No 4 pp 549-557.
  • Fielding, M. (2007) “Beyond ‘voice’: New roles, relations, and contexts in researching with young people,” Discourse Vol 28 No 3 pp 301-310.
  • Fielding, M. (2007) Introduction to the Review Symposium on Improving Learning Through Consulting Pupils Jean Rudduck & Donald McIntyre London: Routledge (2007) Discourse Vol 28 No 3 pp 421-423.
  • Fielding, M. (2007) The Human Cost and Intellectual Poverty of High Performance Schooling: radical philosophy, John Macmurray and the remaking of person-centred education Journal of Education Policy Vol 22 No 4 pp 383-409.
  • Fielding, M. (2006) “Leadership, radical student engagement and the necessity of person-centred education,” International Journal of Leadership in Education Vol 9 No 4 pp 299-313.
  • Fielding, M. (2006) “Leadership, Personalisation & High Performance Schooling: Naming the New Totalitarianism,” School Leadership & Management Vol 26 No 4 pp 347-369.
  • Fielding, M. and Rudduck, J. (2006) Student Voice & the Perils of Popularity, Educational Review Vol 58 No 2 pp 219-231.
  • Fielding, M. and Bragg, S. (2005) “’It’s an Equal Thing … It’s About Achieving Together’: Student Voices and the Possibility of a Radical Collegiality” In: H.Street & J.Temperley (eds). Improving Schools Through Collaborative Enquiry. Continuum pp 105-135.
  • Fielding, M. (2005) “Putting Hands Around the Flame: Reclaiming the radical tradition in state education,” Forum Vol 47 Nos 2 & 3 pp 61-69.
  • Fielding, M. (2005) “Alex Bloom: Pioneer of radical state education,” Forum Vol 47 Nos 2 & 3 pp 119– 34.
  • Fielding, M. (2004) “Transformative Approaches to Student Voice: Theoretical Underpinnings, Recalcitrant Realities,” British Educational Research Journal Vol 30 No 2 pp 295-311.
  • Fielding, M. (2004) “‘New Wave’ Student Voice & the Renewal of Civic Society,” London Review of Education Vol 2. No 3 pp 197-217.
  • Fielding, M. and Bragg, S. (2003) Student as Researchers: Making a Difference. Pearsons.
  • Fielding, M. (2003) “Review of ‘What Children Say’ by Andrew Pollard & Pat Triggs,” Journal of Educational Change Vol 4 No 1 pp 81-87.
  • Fielding, M. and Prieto, M. (2002) “The Central Place of Student Voice in Democratic Renewal: A Chilean Case Study,” In: M. Schweisfurth, L. Davies, and C. Harber (eds) Learning Democracy and Citizenship: International Experiences. Symposium Books pp 19-36.
  • Fielding, M. (2001) “Beyond the Rhetoric of Student Voice: New Departures or New Constraints in the Transformation of 21st Century Schooling?” Forum 43 (2), 100-109.
  • Fielding, M. (2001) OFSTED, Inspection & the Betrayal of Democracy, Journal of Philosophy of Education 35 (4), 695-709.
  • Fielding, M. (2001) Students as Radical Agents of Change, Journal of Educational Change 2 (3), 123-141.
  • Fielding, M. (ed) (2000) Taking Education Really Seriously: Four Years Hard Labour. Routledge Falmer.
  • Fielding, M., Fuller, A. and Loose, T. (2000) “Taking Pupil Perspectives Seriously: The Central Place of Pupil Voice in Primary School Improvement” In G. Southworth and P. Lincoln (eds) Understanding Improving Primary Schools. Falmer Press pp 107-112.
  • Fielding, M. (1999) Target Setting, Policy Pathology & Student Perspectives: Learning to Labour in New Times, Cambridge Journal of Education Vol 29 No 2 pp 277-287.
  • Fielding, M. (1999) Radical Collegiality: Affirming Teaching as an Inclusive Professional Practice, Australian Educational Researcher Vol 26 No 2 pp 1-34.
  • Fielding, M. (1991) The Prospects for Democratic Schools in the 1990s, Education Review Vol 4 No 1 pp 46-50.
  • Fielding, M. (1991) Holding on to Education for Liberation in the 1990s In: Portuguese Ministry of Education School/Environment Dialogue pp 157-165.
  • Fielding, M. and Dale, R. (1989) Overview of Section Two, In: C. Harber & R. Meighan (eds) Democratic Practice and Educational Management Education Now. pp 93-97.
  • Fielding, M. (1989) “The Fraternal Foundations of Democracy: Towards an Emancipatory Practice in School-Based INSET” in: C. Harber & R. Meighan (eds) Democratic Practice and Educational Management Education Now pp 133-145.
  • Fielding, M. (1988) “Democracy and Fraternity” In: H. Lauder and P. Brown (eds) Education: In Search of a Future. Falmer Press pp 50-74.
  • Fielding, M. (1987) ‘Liberte, Egalite, Fraternite – ou la mort’: Towards a New Paradigm for the Comprehensive School, In: C. Chitty (ed) Redefining the Comprehensive Experience London University Institute of Education. Heinemann pp. 50-64.
  • Fielding, M. (1973) School Councils and the Democratic Ideal, New Era Vol 54 No 1 pp 5-8.
  • Fielding, M. (1973) Democracy in Secondary Schools: School Councils and ‘Shared Responsibility’, Journal of Moral Education Vol 2 No 3 pp 221-232.

 

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Feature on Alison Cook-Sather

Alison Cook-Sather is a long-time writer, researcher and educator whose focus includes student voice, student participation and student engagement. SoundOut has followed her work since 2002, when her groundbreaking notion of authorizing students helped Adam Fletcher conceive of the Cycle of Engagement.

Today, Alison is the Mary Katharine Woodworth Professor of Education and Director of the Peace, Conflict and Social Justice Studies concentration at Bryn Mawr College in Pennsylvania. She is also the Coordinator of the Teaching and Learning Institute at Bryn Mawr and Haverford Colleges. Alison is also been the Jean Rudduck Visiting Scholar at Homerton College, University of Cambridge, Cambridge, England. There, she directs an annual conference that brings together scholars, teachers, students, and policy makers from around the world who are focused on student voice.

You can learn more about Alison on the Bryn Mawr website and contact her at their Teaching and Learning Center.

Alison Cook-Sather Bibliography

  • Cook-Sather, A., & Curl, H. (under review). Positioning Students as Teacher Educators: Preparing Learners to Transform Schools. In Dr. Anthony Montgomery, Department of Education and Social Policy, Thessaloniki, Greece, and Dr. Ian Kehoe, School of Education, University of Sheffield, UK (Eds). Reimagining Schools. Springer Publishers.
  • Lundy, L., & Cook-Sather, A. (under review.) Children’s Rights and Student Voice: Their Intersections and the Implications for Curriculum and Pedagogy. The SAGE Handbook of Curriculum, Pedagogy and Assessment, 2v by Dominic Wyse, Louise Hayward, Jessica Pandya.
  • Cook-Sather, A., & Abbot, S. (under review). Translating Partnerships: How Faculty Members and Student Consultants Transform Themselves through Collaboration. Special issue of Teaching and Learning Inquiry.
  • Cook-Sather, A. & Felten, P. (under review). Academic Leadership within the New Cosmopolitanism: An Ethic of Reciprocity and the Practice of Partnership. In Cosmopolitan Perspectives on Becoming an Academic Leader in Higher Education. Edited by Frank Wu and Margaret Wood. Bloomsbury.
  • Bovill, C., Cook-Sather, A., Felten, P., Millard, L. and Moore-Cherry, N. (under review). Addressing Potential Challenges in Co-creating Learning and Teaching. Higher Education.
  • Cook-Sather, A., & Bach, D. (under review). Open Space: Nurturing Reflection, Dialogue, and Radical Listening in Higher Education. Journal on Excellence in College Teaching.
  • Cook-Sather, A. (in press). Undergraduate Students as Partners in New Faculty Orientation and Academic Development. International Journal of Academic Development.
  • Cook-Sather, A. (in press). Learning from Students Before Managing Classrooms: Using Email to Connect Secondary Students and Preservice Teachers. TD.
  • Cook-Sather, A. (2015). Dialogue Across Differences of Position, Perspective, and Identity: Reflective Practice In/On a Student-Faculty Pedagogical Partnership Program. Teachers College Record, 117, 2.
  • Cook-Sather, A., & Curl, H. (2014). “I Want to Listen to My Students’ Lives”: Developing an Ecological Perspective in Learning to Teach. Teacher Education Quarterly, Winter, 85-103.
  • Abbot, S., Cook-Sather, A., & Hein, C. (2014). Mapping Classroom Interactions: A Spatial Approach to Analyzing Patterns of Student Participation. To Improve the Academy: A Journal of Educational Development 33, 2.
  • Cook-Sather, A., & Luz, A. (2014). Greater Engagement in and Responsibility for Learning: What Happens When Students Cross the Threshold of Student-Faculty Partnership. Higher Education Research & Development. DOI: 10.1080/07294360.2014.911263.
  • Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging Students as Partners in Learning & Teaching: A Guide for Faculty. San Francisco: Jossey-Bass.
  • Cook-Sather, A. (2014). The Trajectory of Student Voice in Educational Research. New Zealand Journal of Educational Studies, 49, 2.
  • Cook-Sather, A. (2014). Student Voice in Teacher Development. Oxford Bibliographies in Education. Oxford University Press.
  • Cook-Sather, A. (2014). Student-Staff Partnerships as Transformational: A Formative Assessment of the Students as Learners and Teachers Program at Bryn Mawr College. FORUM, 56, 1, 105-113.
  • Cook-Sather, A. (2014). Multiplying Perspectives and Improving Practice: What Can Happen When Undergraduate Students Collaborate with College Faculty to Explore Teaching and Learning. Instructional Science: 42, 31-46. Special Issue: Congruence in the Instructional Design Process: Integrating Perspectives of Students, Teachrs, and Designers. Editor Dr. Karen D Könings, Maastricht University, The Netherlands.
  • Cook-Sather, A. (2013). Catalyzing Multiple Forms of Engagement through Student- Faculty Partnerships Exploring Teaching and Learning. In E. Dunne & D. Owen (Eds.), The Student Engagement Handbook: Practice in Higher Education. (549-565) Emerald Publishing Group.
  • Cook-Sather, A., (2013). Student-faculty partnership in explorations of pedagogical practice: A threshold concept in academic development. International Journal for Academic Development. DOI:10.1080/1360144X.2013.805694.
  • Grion, V., & Cook-Sather, A. (Eds). (2013). Student Voice: The International Movement to the Emergent Perspectives in Italy. Milan, Italy: Guerini Editore. http://www.guerini.it/index.php/psicologia-pedagogia/processi-formativi-nuova- serie/student-voice.html
  • Cook-Sather, A., & Agu, P. (2013). Students of color and faculty members working together toward culturally sustaining pedagogy. In J. E. Groccia & L. Cruz (Eds.), To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development (pp. 271–285). Volume 32. San Francisco: Jossey-Bass.
  • “Amplifying Student Voices in Higher Education: Democratizing Teaching and Learning through Changing the Acoustic on a College Campus” (“La amplificación de las voces del alumnado en la Educación Superior: democratización de la enseñanza y el aprendizaje en un centro universitario a través del cambio de su acústica”). Revista de Educación. Ministerio de Educación. Madrid, Spain, 2012. https://sede.educacion.gob.es/publiventa/detalle.action?cod=15327
  • Cook-Sather, A. (2012). Lessons in higher education: Five pedagogical practices that promote active learning for faculty and students. Journal of Faculty Development, 26, 1, 33-39.
  • Cook-Sather, A. (2011). Layered learning: Student consultants deepening classroom and life lessons. Educational Action Research, 19, 1, March 2011, 41–57. http://www.tandfonline.com/doi/abs/10.1080/09650792.2011.547680#preview
  • Cook-Sather, A. (2011). Students as learners and teachers: College faculty and undergraduates co-create a professional development model. To Improve the Academy, 29, 219–232. http://www.wiley.com/WileyCDA/WileyTitle/productCd- 0470623179.html
  • Cook-Sather, A., & Z. Alter. (2011). What Is and What Can Be: How a Liminal Position Can Change Learning and Teaching in Higher Education. Anthropology & Education Quarterly, 42, 1, 37–53. http://onlinelibrary.wiley.com/doi/10.1111/j.1548-1492.2010.01109.x/abstract
  • Cook-Sather, A. (2010). “Students as learners and teachers: Taking responsibility, transforming education, and redefining accountability,” Curriculum Inquiry, 40, 4, 555–575.
  • Cook-Sather, A. (2009). “From traditional accountability to shared responsibility: The benefits and challenges of student consultants gathering midcourse feedback in college classrooms,” Assessment & Evaluation in Higher Education, 34, 2 (April), 231–241.
  • Cook-Sather, A. (2008). “What you get is looking in a mirror, only better”: Inviting students to reflect (on) college teaching,” Reflective Practice 9, 4 (November), 473–483.

 

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Feature on Adam F.C. Fletcher

This is a biography of Adam F.C. Fletcher, SoundOut’s founding director.

ADAM F.C. FLETCHER is the CEO of Youth and Educators Succeeding, an international nonprofit working to engage students and educators together to transform education. The founder of SoundOut.org, he is also the author of The Guide to Student Voice, Student Voice Revolution, and more than a dozen other books and countless publications related to education. Working around K-12 schools for more than 20 years, Adam has been an educator, researcher, and advocate whose pioneering projects on the topics of student voice, student engagement and Meaningful Student Involvement have affected thousands of schools in dozens of states and several nations worldwide. He has keynoted more than 300 conferences, been published in several academic journals and periodicals, and in 2010 he was named a “Healthy School Hero” by former United States Surgeon General Dr. David Satcher.

In 2002, Adam founded SoundOut. Since then, he has worked with more than 300 K-12 schools, districts, agencies, and education-focused nonprofits on student voice, student/adult partnerships and Meaningful Student Involvement. Working with countless students and teachers, he has planned, trained, facilitated and evaluated a variety of dynamic programs focused on engaging students as partners in schools. He has also presented workshops and keynoted at more than 100 education conferences at district, state, national and international conferences in the United States, Canada, Brazil and Scotland. He regularly consults with students, educators, academics and advocates around the world. 

Adam has written many more than 25 publications for SoundOut, including the Meaningful Student Involvement Guide to Students as Partners and the SoundOut Student Voice Curriculum.  He has contributed to a variety of publications, including Education Week, the ASCD Whole Child Blog, and Austratlia’s Connect for Student Participation magazine. He has also been featured in Scholastic’s District Administration magazine, the Atlantic, and several others. His professional service includes serving on the editorial board of the Review of Education, Pedagogy, and Cultural Studies, and several boards for nonprofits across the United States.

Today, Adam lives in the Pacific Northwest with his daughter, a cat and a dog. He conducted graduate studies at the University of Washington in Educational Leadership and Policy Studies and has a bachelors degree from The Evergreen State College focused on Critical Pedagogy and Youth Studies.

For more information about Adam Fletcher, see his website at adamfletcher.net.

Adam Fletcher Bibliography

  • Fletcher, A. (2017) Student Voice Revolution: The Meaningful Student Involvement Handbook. Olympia, WA: SoundOut.
  • Fletcher, A. (2014) The Guide to Student Voice, 2nd Edition. Olympia, WA: SoundOut.
  • Fletcher, A. (2014) School Boards of the Future: A Guide to Students as Education Policy-Makers. Olympia, WA: SoundOut.
  • Fletcher, A. (2014) Guide to Students on School Boards. Olympia, WA: SoundOut.
  • Fletcher, A. (2013) “Cascading Leadership Among Students“, Connect Magazine Supporting Student Participation. (June)
  • Fletcher, A. (2013) “Full Personhood for All,” Connect Magazine Supporting Student Participation. (April)
  • Fletcher, A. (2013) “51 Ways to Tokenise Student Voice,” Connect Magazine Supporting Student Participation. (February)
  • Fletcher, A. (2013) Meaningful Student Involvement Deep Assessment. Olympia, WA: SoundOut.
  • Fletcher, A. (2012) “Convenient or inconvenient Student Voice?” Connect Magazine Supporting Student Participation. (October 2012)
  • Fletcher, A. (2012) “Student Voice and Engagement as Trojan Horses,” Connect Magazine Supporting Student Participation. (April)
  • Fletcher, A. (2012) SoundOut Student Voice Curriculum: Teaching Students to Change Schools. Olympia, WA: SoundOut.
  • Fletcher, A. (2011) Student Voice and Bullying: A SoundOut Focus Paper. Olympia, WA: SoundOut.
  • Fletcher, A. (2011) “Keeping An Eye Out: How Adults Perceive Students,” Connect Magazine Supporting Student Participation. (August)
  • Fletcher, A. (2011) “Typical Engagement? Students on School Boards in the U.S.” Connect Magazine Supporting Student Participation. (February)
  • Fletcher, A. (2010) “Rules of student engagement,” Connect Magazine Supporting Student Participation. (October)
  • Fletcher, A. (2010) “Meaningful Student Involvement in the USA and Canada,” Connect Magazine Supporting Student Participation. (August)
  • Fletcher, A. (2008) “The Architecture of Ownership,” Educational Leadership. 66, 3. (November)
  • Fletcher, A. (2007) “10 Ways to Kill Student Voice,” Connect Magazine Supporting Student Participation. (August)
  • Fletcher, A. (2006) “When Youth Voice Grows Up,” ServiceLine Journal. (Fall)
  • Fletcher, A. (2006) “SoundOut: Serving the School as Community,” ServiceLine Journal. (Spring)
  • Fletcher, A. (2006) “50 Ways Adults Can Support Student Voice,” for Teaching Tolerance.
  • Fletcher, A. (2005) “Learning from failure,” ServiceLine Journal. (Fall)
  • Fletcher, A. (2005) “Students reflect on learning through service to the environment,” ServiceLine Journal.(Spring)
  • Fletcher, A. (2004) Meaningful Student Involvement Research Guide. Olympia, WA: SoundOut.
  • Fletcher, A. (2005) Stories of Meaningful Student Involvement. Olympia, WA: SoundOut.
  • Fletcher, A. (2005) Meaningful Student Involvement: Guide to Students as Partners in School Change. Olympia, WA: SoundOut.
  • Fletcher, A. (2004) “Meaningful Student Involvement: Reciprocity in Schools through Service-Learning,” in The Bridge: The Journal of the University Promise Alliance at the University of Minnesota [pdf]. p 37-58.
  • Fletcher, A. (2003) Meaningful Student Involvement Idea Guide for Schools. Olympia, WA: Washington State Office of Superintendent of Public Schools.
  • Fletcher, A. (2003) “Broadening the Bounds of Involvement: Transforming Schools With Student Voice,” New Horizons for Learning Journal.
  • Fletcher, A. (2003) Meaningful Student Involvement Resource Guide. Olympia, WA: SoundOut.
  • Fletcher, A. (2002) “Meaningful involvement benefits all students,” ServiceLine Journal. (Summer)
  • Fletcher, A. (2002) “Students as planners,” ServiceLine Journal. (Summer)
  • Fletcher, A. (2002) “Students as researchers,” ServiceLine Journal. (Summer)
  • Fletcher, A. (2001) “When youth have a voice, school climate changes,”  ServiceLine Journal. (Summer)
  • Fletcher, A. (2001) “Students as partners in their education,” ServiceLine Journal. (Summer)
  • Fletcher, A. (2001) “Meaningful Student Involvement,” ServiceLine Journal. (Summer)
  • Fletcher, A. (2001) “Students have big say at new school,” ServiceLine Journal. (Summer)
  • Fletcher, A. (2001) “Student voice: OSPI team ‘makes it real’,” ServiceLine Journal. (Summer)

See the SoundOut Bibliography for more features on your favorite authors!

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