The SoundOut Student Voice Series introduces the theory of Meaningful Student Involvement by expert practitioner Adam Fletcher, founder of SoundOut. The books in this series define terms and share mental models; detail benefits; share how to plan action; detail what action looks like; identify learning opportunities; explore how to teach students about school; examine potential barriers and how to overcome them; address assessment; and detail the ultimate outcomes of Meaningful Student Involvement. Each of these books is derived from the SoundOut Student Voice Handbook.
Books in this Series
The first book is called “Making Meaning With Students” and introduces the theory of Meaningful Student Involvement. This book proposes that all students of all ages are full humans and introduces them as active partners in learning, teaching and leadership throughout education, instead of passive recipients. It then highlights a short history of educational circumstances that have treated students as partners, and proposes there is a crisis of purpose in schools today that is solvable through shared responsibility. The book closes by summarizing how schools can change. (74 pages, 2017)
Book two focuses on the related notions of student voice and student empowerment. Reviewing two distinct literature fields, it summarizes a wide swath of student voice literature related to curriculum, teaching, classroom management and school reform. It then introduces student engagement as a psychological, emotional and social factor in schools that intersects with student voice. Juxtaposing Meaningful Student Involvement against both of these, this book positions the theory as a distinct, yet related, phenomenon with implications throughout the entirety of the education system. (42 pages, 2017)
The third book examines Fletcher’s distinct “frameworks of Meaningful Student Involvement,” which are formed by a series of mental models. Forming the practical basis of Meaningful Student Involvement, these models can guide practitioners and researchers alike. There are seven featured here, including student/adult partnerships; the cycle of engagement; key characteristics; the ladder of student involvement; adult perspectives of students; spheres of meaning; and a learning process. Based in the author’s experience and studies, these models can be vital tools for planning, implementation and assessment of different practices. (92 pages, 2017)
In the next book, Fletcher examines the benefits of this theory. Beginning by explicitly delineating the aims of Meaningful Student Involvement, the book then summarizes the research-based outcomes, in addition to identifying a wide variety of research that supports the theory. The impacts on learning and child and youth development are expanded on, and the book closes by exploring how this research impacts practice and is incorporated into practice. (62 pages, 2017)
The fifth book explores planning for Meaningful Student Involvement. The book elaborates on different roles throughout the education system to consider, as well as different kinds of students that can become meaningfully involved. Fletcher then identifies the different people and locations throughout education that can engage students as partners, including individual schools, local districts, state and provincial agencies, and federal agencies. There is a long list of issues that can be addressed through Meaningful Student Involvement, and strategies that can be considered to transform the theory into action. The book then expands on different ways to prepare individuals to become meaningfully involved, including students and adults. Places are considered to, with sections on preparing schools and the education system at large. The final section in this book encourages the reader to consider the ethical implications of Meaningful Student Involvement. (74 pages, 2017)
Envisioning Meaningful Student Involvement in Action can be challenging for adults who are used to today’s education system. In book six, Fletcher expands on the idea, exploring different types of action in-depth. A comprehensive picture is painted as readers look at examples of students as school researchers, educational planners, classroom teachers, learning evaluators, systemic decision-makers and education advocates. This book also addresses engaging disengaged students and gives examples of schoolwide and large scale programs. He also shares the need for healthy, safe and supportive learning environments that engender Meaningful Student Involvement for all learners. (114 pages, 2017)
Book seven explores what is learned through Meaningful Student Involvement. It discusses grade-specific approaches to learning, sharing what happens in elementary, middle and high schools, as well as what adults can learn. This book identifies different roles for teachers specifically, and summarizes a number of learning strategies and classroom structures that can be used to catalyze learning with students as partners. Fletcher then examines how to acknowledge Meaningful Student Involvement, and shows how educators can build ownership in action. (62 pages, 2017)
Teaching students about school is a key to Meaningful Student Involvement. In book eight, Fletcher shares a variety of ideas about this activity, from identifying the purpose of learning to understanding our own understanding of education. The constructivist nature of the theory is made plain as the educators are shown how to validate students’ existing knowledge about schools and how they might expand their own and their students’ understanding about the education system. Fletcher then identifies how Meaningful Student Involvement can be taught through curriculum and instruction, school leadership, building design, student assessment, building climate and culture, student support services, education governance, school/community partnerships, and parent involvement. Stories of action highlight each item. (52 pages, 2017)
The ninth book of the book proposes barriers and practical considerations affecting Meaningful Student Involvement. Fletcher details how the structure of education can be both a barrier and a solution to action. Other barriers examined in-depth include school culture, students themselves, and adults throughout the education system. The book shares a case examination for overcoming obstacles, and then details ways discrimination against students affects the meaningfulness of learning, teaching and leadership. It proposes a “student involvement gap” in addition to exploring convenient and inconvenient student voice. (76 pages, 2017)
Book ten addresses assessing meaningful student involvement. It thoughtfully examines different issues to be measured throughout activities, as well as ways to measure the effect of action on people, activities, and outcomes. This book also discusses how to sustain Meaningful Student Involvement. (56 pages, 2017)
Book 11. The Public Student
Proposing there is an essential role for learners in democratic society, the last book, book eleven, details what Fletcher calls, “The Public Student.” This student is “any learner whose position is explicitly vital to the future of education, community and democracy.” This book shows what their jobs are, why they are important and what they look like in practice.
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