SoundOut for Meaningful Student Involvement


SoundOut has compiled the following bibliography supporting our work. We need evidence, stories, and tools. More than ever, schools need the proof and evidence provided by solid theory, concrete studies, practical tools, and real results from any strategy that claims to improve learning. Student voice is no exception.

Luckily, there is a steadily growing body of literature available. Researchers, theorists, academics, and practitioners from across several fields have explored many angles of student voice, including student engagement, student/adult partnerships, pupil consultation, total building leadership, whole-school reform, small schools, and supportive learning environments.

The articles, reports, and books collected here cross several educational disciplines, including the sociology of education; the psychology of education; the philosophy of education; and the history of education. Other areas explored in this bibliography examine educational leadership; critical pedagogy; instructional technology; equity and race relations; curriculum and instruction; policy; psychology and counseling; and educational research.

Where does the search begin for the eager learner who wants to find out more about student voice? Start by scanning through SoundOut’s virtual library, looking through the titles to see what interests you, and read some of the annotations.

Then look up your favorite online research engine and pull up the article, or go to the local campus library and dig up the book. SoundOut also provides limited copy services free, so contact us and we’ll let you know what we can do.


SoundOut features the following authors work. We regard them as mentors for all practitioners, advocates, researchers and leaders in the areas of student voice and student engagement. If you have a bibliography you would like SoundOut to feature, contact us.

You can also see a feature on SoundOut’s Adam Fletcher.

SoundOut Student Voice Bibliography

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    • Alcoff, L. (1992). The problem of speaking for others. Cultural Critique , 20, 5–32.
    • Alternatives in Action High School. (n.d.). About Us. Retrieved November 1, 2014, from Alternatives in Action.
    • Alvermann, D. E., & Eakle, A. J. (2007). Dissolving learning boundaries: The doing, re-doing, and undoing of school. In D. Theissen, & A. Cook-Sather, International Handbook of Student Experience in Elementary and Secondary School (pp. 143-166). Springer Netherlands.
    • Anthony, G., Ohtani, M., & Clarke, D. (2013). Student voice in mathematics classrooms around the world. Sense Publishers.
    • Arnstein, S. R. (1969). A Ladder of Citizen Participation. Journal of the American Institute of Planners , 35 (4), 216-224.


    • Banks, J. (1998 ). Approaches to multicultural curricular reform. In E. Lee, D. Menkart, & M. Okazawa-Rey, Beyond Heroes and Holidays: A Practical Guide to K-12 Antiracist, Multicultural Education and Staff Development. Washington, DC.
    • Barton, R. (2008). A clear signal. Northwest Education , 3, pp. 30-36.
    • Beane, J., & Apple, M. (1995). Democratic schools. Arlington, VA: ASCD.
    • Beattie, H. (2012). Amplifying student voice: The missing link in school transformation. Management in Education , 26 (3), 158-160.
    • Beaudoin, N. (2005). Elevating student voice: How to enhance participation, citizenship, and leadership. Larchmont, NY: Eye On Education.
    • Benard, B., & Burgoa, C. (2010). Guide to a Student-Family-School-Community Partnership: Using a student and data driven process to improve school environments and promote student success. WestEd.
    • Berardi, L. L., & Gerschick, T. (2002). University Faculty Members’ Perceptions of Student Engagement: An Interview Study. [Doctoral Dissertation]. Illinois State University.
    • Berger, R., et al. (2014). Leaders of Their Own Learning: Transforming Schools Through Student-engaged Assessment. John Wiley & Sons.
    • Berliner, BA, et al. (2014)  Speak Out, Listen Up! Tools for using student perspectives and local data for school improvement. National Center for Education Evaluation and Regional Assistance Institute of Education Sciences (IES) for Regional Educational Laboratory West (WestEd).
    • Bhavnani, K. K. (1990). What’s Power Got to do With Itt? Empowerment and social research. In I. Parker, & J. Shotter, Deconstructing Social Psychology. London: Routledge.
    • Boccia, J. (1997). Introduction. In J. Boccia, Students Taking the Lead: The Challenges and Rewards of Empowering Youth in Schools (New Directions for School Leadership). San Francisco: Jossey-Bass Inc.
    • Boma, L., & et al. (1997). “The Impact of Teaching Strategies on Intrinsic Motivation.”. ERIC.
    • Bonnen, C., & Flage, D. (2002). Descartes and method: A search for a method in Meditations. Routledge.
    • Booth, D. (2013). I’ve Got Something to Say: How student voices inform our teaching. Pembroke Publishers Limited.
    • Borden, R. (2004). Taking school design to students. Retrieved October 16, 2014, from National Clearinghouse for Educational Facilities.
    • Bragg, S. (2007). Consulting young people: a review of the literature. London: Creative Partnerships.
    • Bragg, S., & Fielding, M. (2003). Pupil Participation: Building a Whole School Commitment. Cambridge: Pearson Publishing.
    • Brasof, M. (2009). Living democracy: How Constitution High School molds better citizens. Social Education , 73 (5), 207-211.
    • Brasof, M. (2011). Student input improves behavior, fosters leadership. Phi Delta Kappan , 93 (2), 20-24.
    • Brasof, M. (2015). Student Voice and School Governance: Distributing Leadership to Youth and Adults. Routledge.
    • Breakthrough Collaborative. (n.d.). About Us. Retrieved November 2, 2014.
    • Brennan, M. (1996). Schools as public institutions: Students and citizenship. Youth Studies Australia , 24-27.
    • Brennan, M. (1996). Schools as Public Institutions: Students and citizenship. Youth Studies Australia , 15 (1), 24-27.
    • Brewster, C., & Fager, J. (2000). Increasing student engagement and motivation: From time-on-task to homework. Portland, Oregon: Northwest Regional Educational Laboratory.
    • Britzman, D. (1992). ‘Who has the floor? Curriculum teaching and the English student teacher’s struggle for voice. Curriculum Inquiry , 19 (2), pp. 143-162.
    • Bron, J. and Veugelers, W. (2014) “Why we need to involve our students in curriculum design: Five arguments for student voice.” Curriculum & Teaching Dialogue 16.
    • Bryant, J. a. (2007). Power, Voice, and Empowerment: Classroom Committees in a Middle Level Language Arts Curriculum. Voices from the Middle , 16 (1).


    • CDC. (2009). Fostering School Connectedness: Improving Student Health and Academic Achievement. Atlanta.
    • Cervone, B. (2012 ). Youth and Adults Transforming School Together. Retrieved 1 2014, November, from What Kids Can Do.
    • Cervone, B., & Cushman, K. (2002). Moving youth participation into the classroom: Students as allies. New Directions for Youth Development , 96, 83-100.
    • Cervone, B., & Cushman, K. (2002). Moving youth participation into the classroom: Students as allies. New directions for youth development , 83-100.
    • Chapman, E. (2003). Alternative approaches to assessing student engagement rates. Practical assessment, research and evaluation , 13 (8).
    • Chapman, E. (2003). Alternative approaches to assessing student engagement rates. Practical Assessment, Research & Evaluation , 8 (13).
    • Chappuis, J., & Chappuis, S. (2002). Understanding school assessment: A parent and community guide to helping students learn. Assessment Training Institute.
    • Checkoway, B., & Richards-Schuster, K. (2006). Youth participation for educational reform in low-income communities of color. In S. A. Ginwright, P. Noguera, & J. Cammarota, Beyond Resistance! Youth activism and community change: New democratic possibilities for practice and policy for America’s youth (pp. 319-332). Routledge.
    • Cheminais, R. (2013). Engaging pupil voice to ensure that every child matters: a practical guide. Routledge.
    • Chemutai, L., & Chumba, S. (2014). Student councils participation in decision making in public secondary schools in Kericho West Sub County, Kenya. International Journal of Advanced Research , 2 (6), 850-858.
    • Children First Network 102. (2011). Student-led school improvement: Work, findings, and next steps: Student Voice Collaborative. New York City: New York City Department of Education.
    • Chopra, C. H. (2014). New Pathways for Partnerships: An Exploration of How Partnering With Students Affects Teachers and Schooling (Doctoral dissertation). University of Washington.
    • Christensen, C. (1997). The view from the principal’s desk. In J. Boccia (Ed.), Students Taking the Lead: The Challenges and Rewards of Empowering Youth in Schools (pp. 107-120). San Francisco: Jossey-Bass Inc.
    • Coates, T.-N. (2014, January 8). What It Means to Be a Public Intellectual. Retrieved November 1, 2014, from The Atlantic.
    • Comfort, R. E., Giorgi, J., & Moody, S. (1997). In a different voice: A student agenda for high school reform. The High School Journal , 179-183.
    • Conner, J., & Rosen, S. (2013). How Students Are Leading Us: Youth Organizing and the Fight for Public Education in Philadelphia. PennGSE Perspectives on Urban Education , 10 (1).
    • Conzemius, A., & O’Neill, J. (2001). Building shared responsibility for student learning. ASCD.
    • Cook-Sather, Alison. See the SoundOut Feature by this author for a complete bibliography.
    • Corbett, D., & Wilson, B. (1995). Make a difference with, not for, students: A plea to researchers and reformers. Educational Researcher , 24 (5), 12-17.
    • Corbett, D., & Wilson, B. (1995). Make a Difference with, Not for, Students: A Plea to Researchers and Reformers. Educational Researcher , 24 (5), 12-17.
    • Counts, G. S. (1978). Dare the School Build a New Social Order? Champagne, Illinois: Southern Illinois University.
    • Critchley, S. (2003) “The Nature and Extent of Student Involvement in Educational Policy-Making in Canadian School Systems,”  Educational Management Administration & Leadership. 31: 97.
    • Cushman, K. (2003). Fires in the bathroom: Advice for teachers from high school students. New York City, NY: The New Press.
    • Cushman, K. (2010). Fires in the Mind: What kids can tell us about motivation and mastery. John Wiley & Sons.
    • Cushman, K., & al., e. (2005). Sent to the principal: Students talk about making high schools better. Next Generation Press.


    • Dahal, B. P. (2014, January). Child Participation in Schools of Nepal: Role and contributions of child clubs. Kathmandu University.
    • Dalton, L., Churchman, R., & Tasco, A. (2008). Getting Students Involved in Creating a Healthy School. ASCD.
    • Defining Student Voice (Washington ProTeach Portfolio). (2009). Retrieved October 12, 2014, from Washington Professional Educators Standards Board.
    • Delpit, L. (1988). The silenced dialogue: Power and pedagogy in educating other people’s children. Harvard Education Review , 58, 280-298.
    • Dewey, J. (1948). Democracy and Education: An Introduction to the Philosophy of Education. New York City: The MacMillan Company.
    • Dewey, J. (1938). Experience and Education. New York City: Collier Books.
    • Dickinson, M. (2014, December 9). Do as I say, not as I do? Retrieved from
    • Dickler, M. C. (2007). The Morse Quartet: Student Speech and the First Amendment. Loy. Law Review 53 , 355.
    • Douglas, W. (2003). Student engagement at school: A sense of belonging and participation (Results from PISA 2000). Organisation for Economic Co-operation and Development .
    • Duffy, E. (2014, July 26). North High eyes a stadium of its own. Retrieved from Omaha World-Herald.
    • Dweck, C. (2010). Even geniuses work hard. Educational Leadership , 1, pp. 16-20.
    • Dweck, C. (2006). Mindset: The new psychology of success. Random House LLC.
    • Dweck, C. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press.
    • Dzur, A. (2013, November 8). Trench Democracy in Schools: an Interview with Principal Donnan Stoicovy. Retrieved November 1, 2014, from Boston Review:


    • Elias, M. J. (2014, November 1). School Climate that Promotes Student Voice. Principal Leadership , 1, pp. 22-27.
    • Erlich, J., & Erlich, S. (1971). Student Power, Participation and Revolution. Association Press.


    • Farmer-Dougan, V., & McKinney, K. (2001). Examining student engagement at Illinois State University: An exploratory investigation. Center for Teaching, Learning & Technology at Illinois State University.
    • Fielding, Michael. See the SoundOut Feature on this author for a complete bibliography. 
    • Fine, M., & Weis, L. (2003). Silenced voices and extraordinary conversations: Re-imagining schools. New York City: Teachers College Press.
    • Fletcher, A. See the SoundOut Feature on this author for a complete bibliography.
    • Flutter, J., & Rudduck, J. (2006). Student Voice and the architecture of change: Mapping the territory. 2.
    • Forum for Youth Investment. (2002). Holding schools accountable: Students organizing for educational change.
    • Fredricks, J., & al, e. (2011). Measuring student engagement in upper elementary through high school: A description of 21 instruments” Issues & Answers Report. Washington, D.C.: United States Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast.
    • Fredricks, J., Blumenfeld, P., & Paris, A. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research , 74 (1), 59-109.
    • (1998). In P. Freire, Teachers as Cultural Workers. (pp. 85-89). Boulder, CO: Westview Press.
    • Freire, P. (1973). Education for Critical Consciousness. Bloomsbury Publishing.
    • Freire, P. (1998). Pedagogy of freedom: Hope, democracy and civic courage. Lanham, Maryland: Rowman.
    • Freire, P. (2004). Pedagogy of hope: Reliving the Pedagogy of the Oppressed. New York City: Bloomsbury Publishing.
    • Freire, P. (1970). Pedagogy of the Oppressed. (M. B. Ramos, Trans.) New York: Continuum.
    • (1991). In M. Fullan, The New Meaning Of Educational Change (p. 162). New York, NY : Teachers College Press.


    • Galloway, M., Pope, D., & Osberg, J. (2007). Stressed-out students-SOS: Youth perspectives on changing school climates. In D. Theissen, & A. Cook-Sather, International handbook of student experience in elementary and secondary school (pp. 611-634). Springer Netherlands.
    • Gandhi, M. (1931). Young India, Bombay, India. In R. a. Prabhu, The Mind of Mahatma Gandhi: Encyclopedia of Gandhi’s thoughts. Ahmedabad, India: Navjeevan Trust.
    • George Lucas Educational Foundation. (2008, July 18). What are some types of assessment? Retrieved from Edutopia.
    • Giroux, H. A. (2014, October 28). “Higher Education and the New Brutalism“. Truthout.
    • Giroux, H. A. (2013). America’s Education Deficit and the War on Youth: Reform Beyond Electoral Politics. New York City: NYU Press.
    • Giroux, H. A. (2013). Can Democratic Education Survive in a Neoliberal Society? In C. Reitz, Crisis and Commonwealth: Marcuse, Marx, McLare. Lexington Books.
    • Giroux, H. A. (1981). Ideology, Culture and the Process of Schooling. The Falmer Press.
    • Giroux, H. A., & McLaren, P. (1982). Teacher education and the politics of engagement: The case for democratic schooling. Harvard Educational Review , 56 (3), 213-239.
    • Giroux, H. (1989). Schooling for democracy: Critical pedagogy in the modern age. London: Routledge.
    • Goodlad, J. (1984). A Place Called School. New York City: McGraw Hill.
    • Grace, M. (1999). When Students Create the Curriculum. Educational Leadership , 57 (5), 71-74.
    • Grace, M. (1999). When Students Create the Curriculum. Educational Leadership , 57 (5), 71-74.


    • Haggar, R. (2013, June 26). Functions of Formal Education Systems. Retrieved November 1, 2014.
    • Hands, C. (2009). “Student Voice in the Process of Developing School-Community Partnerships Project Completion: August 2009 Report submitted to San Diego Unified School District. San Diego, California: San Diego Unified School District.
    • Harper, D. (1996, December 1). Students as change agents. Retrieved September 15, 2012, from Edutopia.
    • Harper, D. (2000). Students as Change Agents: The Generation Y Model.
    • Hart, R. (1997). Children’s Participation: The theory and practice of involving young citizens in community development and environmental care. United Kingdom: Earthscan.
    • Harvard Family Research Project. (2002). Youth Involvement in Evaluation and Research: Issues and opportunities in out-of-school time evaluation. . Boston: Harvard Family Research Project.
    • Hayden, T. (1962). Port Huron Statement of the Students for a Democratic Society. Retrieved October 24, 2014.
    • Haynes, C. (2014, November 13). First Amendment: In land of the free, why are schools afraid of freedom? Retrieved November 20, 2014, from GazetteXtra.
    • Holcomb, E. (2006). Students Are Stakeholders, Too!: Including Every Voice in Authentic High School Reform. Corwin Press.
    • Holdsworth, R. See the SoundOut Feature on this author for a complete bibliography.
    • hooks, b. (2014). Teaching to transgress. New York City: Routledge.
    • hooks, b. (1994). Teaching to Transgress: Education as the Practice of Freedom. New York City: Taylor & Francis.
    • Hurtado, S. (1999). Reaffirming Educators Judgment: Educational Value of Diversity. Liberal Education (Spring), 28.


    • Innovation Center. (2005). Reflect and improve: A toolkit for engaging youth and adults as partners. Takoma Park, Maryland: The Innovation Center for Youth and Community Development.


  • Jackson, D. (2005). Why Pupil Voice? Facilitating Pupil Involvement in Learning Networks. NCSL.
  • Joselowsky, F. (2007). Youth engagement, high school reform, and improved learning outcomes: Building systemic approaches for youth engagement. NASSP Bulletin , 91 (3), 257-276.
  • Joselowsky, F. (2007). Youth Engagement, High School Reform, and Improved Learning Outcomes: Building Systemic Approaches for Youth Engagement. NASSP Bulletin , 91 (3).
  • Jovenes Unidos. (2004). North High School Report: The Voices of Over 700 Students. Denver: Jovenes Unidos and Padres Unidos.

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    • Kaba, M. (2000). “They Listen to Me… but They Don’t Act on It”: Contradictory Consciousness and Student Participation in Decision-Making. The High School Journal , 21-34.
    • Kenny, G., Kenny, D., & Dumont, R. (2005). Mission and Place: Strengthening Learning and Community Through Campus Design. Rowman & Littlefield Publishers.
    • Kipp, G., Quinn, P., Lancaster, S., & et al. (2014). The AWSP Leadership Framework User’s Guide. Olympia, Washington: Association of Washington School Principals.
    • Kirk, R. (2014). A leadership experiment in student voice: A new kind of summer school. OPC Register , 16 (1), 28-32.
    • Kleeman, R. P. (1972). Student rights and responsibilities: Courts force schools to change. National School Public Relations Association.
    • Klein, R. (2003). We want our say: children as active participants in their education. Stylus Publishing, LLC.
    • Kohn, A. (2006). Beyond Discipline: From compliance to community. ASCD.
    • Kohn, A. (1993). Choices for Children: Why and How to Let Students Decide. Phi Delta Kappan , 75, 18-21.
    • Kohn, A. (2007). The homework myth: Why our kids get too much of a bad thing. Da Capo Press.
    • Kohn, A. (2007). The Homework Myth: Why our kids get too much of a bad thing. Da Capo Press.
    • Kozol, J. (1991). Savage Inequities. New York City: Crown Publishers.
    • Krogh, S., & Morehouse, P. (2014). The early childhood curriculum: Inquiry learning through integration. Routledge.
    • Kurth-Schai, R. (1988). The roles of youth in society: A reconceptualization. The Educational Forum , 52 (2).
    • Kushman, J. W., & Shanessy, J. (1997). Look Who’s Talking Now: Student Views of Learning in Restructuring Schools. Portland: Northwest Regional Educational Laboratory.
    • Kushman, J., & Shanessey, J. (1997). Look Who’s Talking Now: Student views of restructuring schools. Portland, Oregon: NWREL.


  • Lewis, R., & Burman, E. (2008). Providing for student voice in classroom management: teachers’ views. International Journal of Inclusive Education , 12 (2), 151-167.
  • Libbey, H. (2004). Measuring student relationships to school: Attachment, bonding, connectedness, and engagement. Journal of School Health , 74 (4), 274-283.
  • Loflin, J. (2006). A History of Democratic Education in American Public Education. International Democratic Education Conference.
  • Lorde, A. (1984). Sister Outsider: Essays and Speeches. Crossing Press.


    • Maine Department of Education and Campaign for the Civic Mission of Schools. (2006). Community Toolkit. Retrieved November 1, 2014, from Maine Department of Education.
    • Markham, T. (2013, September 11). Reinventing School From the Ground Up For Inquiry Learning. Retrieved October 28, 2014, from KQED Mindshift.
    • Martin-Kniep, G. (2008). Communities that learn, lead, and last: Building and sustaining educational expertise. John Wiley & Sons.
    • Martin-Kniep, G. (2004). Developing learning communities through teacher expertise. Thousand Oaks, CA: Corwin Press.
    • Martin-Kniep, G., & Picone-Zocchia, J. (2009). Changing the Way You Teach, Improving the Way Students Learn. ASCD.
    • McCombs, B. L., & Pope, J. E. (1994). Motivating hard to reach students. American Psychological Association.
    • McDermott, J. C. (1998). Beyond the silence: Listening for Democracy. Portsmouth, NH: Heinemann.
    • McGarry, L., & Stoicovy, D. (2014). Writing a school constitution: Representative democracy in action. Social Studies and the Young Learner , 27 (1), 5-7.
    • McLaren, P. (2003). Life in Schools: An Introduction of Critical Pedagogy in the Foundations of Education. Boston: Allyn and Bacon.
    • Miller, L., Gross, B., & Ouijdani, M. (2012). Getting Down to Dollars and Cents: What do school districts spend to deliver student-centered learning? . Center on Reinventing Public Education at the University of Washington .
    • Milne, A. J. (2006). Designing blended learning space to the student experience. Learning Spaces , 11 (1).
    • Mitra, D. See the SoundOut Feature on this author for a complete bibliography.
    • Mockler, N., & Groundwater-Smith, S. (2015). Methods for Engaging Student Voice. In Engaging with student voice in research, Education and Community (pp. 109-125). Switzerland: Springer International Publishing.
    • Monument Mountain Regional High School. (2014). 2014-2015 Program of Studies. Retrieved November 1, 2014.
    • Morgan, B., & Porter, A. (2011). Student researchers exploring teaching and learning: Processes and issues. In W. Kidd, & G. Gerry Czerniawski, The student voice handbook: Bridging the academic/practitioner divide. Emerald Group Publishing.
    • Morgan, J. (2011). Students training teachers. In W. Kidd, & G. Czerniawski, The student voice handbook: Bridging the academic/practitioner divide. Emerald Group Publishing.
    • Mt. Pleasant High School. (n.d.). Senior Teacher Academy. Retrieved November 1, 2014, from Mt. Pleasant High School.


    • Natriello, G. (1984). Problems in the Evaluation of Students and Student Disengagement from Secondary Schools. Journal of Research and Development in Education , 17 (4), 14-24.
    • Nelson, J. R., & Fredrick, L. (1994). (1994). Can children design curriculum? Educational Leadership , 51, 71-75.
    • Newmann, F. (1992). Student Engagement and Achievement in American Secondary Schools. New York City: Teachers College Press.
    • Newmann, F., Wehlage, G., & Lamborn, S. (1992). The significance and sources of student engagement. In F. Newmann, Student Engagement and Achievement in American Secondary Schools. Teachers College Press: Teachers College Press.
    • Ngussa, B. M., & Makewa, L. N. (2014). Student Voice in Curriculum Change: A Theoretical Reasoning. International Journal of Academic Research in Progressive Education and Development , 3 (3), 23-37.
    • Nieto, S. (1994). Lessons from students on creating a chance to dream. Harvard Educational Review , 64 (4), 392-427.
    • Nova High School. (2014, November 1). Retrieved from Seattle Public Schools.


    • Oldfather, P. (1995). Learning from student voices. Theory to Practice , 43 (2), 84–87.
    • O’Neill, R. E., Horner, R. H., & Albi, R. W. (1996). Functional Assessment And Program Development For Problem Behavior: A Practical Handbook Author. Cengage Learning.
    • Ontario Literacy and Numeracy Secretariat. (2007, December). Capacity Building Series: Student self-assessment. Retrieved from Ontario Ministry of Education.
    • Osberg, J., Pope, D., & Galloway, M. (2006). Students matter in school reform: Leaving fingerprints and becoming leaders. International Journal of Leadership in Education , 9 (4), 329-343.
    • Osguthorpe, R. T., & Graham, C. R. (2003). Blended Learning Environments: Definitions and Directions. Quarterly Review of Distance Education , 4 (3), 227-233.


    • Padres and Jovens Unidos. (2014, November 1). About Us.
    • Phillipson, S. (2013). Developing Leadership in the Asia Pacific: A Focus on the Individual. Routledge.
    • Place, R. A. (1973, October). Do You Need (or Want) Students on the School Board? California School Boards , 9.


    • Quaglia, R., Fox, K., & Corso, M. (2003, November). Got Opportunity? Educational Leadership , 68 (3).


    • REAL HARD. (2003). Student Voices Count: A Student-Led Evaluation of High Schools in Oakland. Retrieved March 4, 2011, from Kids Count Oakland.
    • Reeves, D. B. (2009). Leading Change in Your School: How to conquer myths, build commitment, and get results. ASCD.
    • Rethink. (n.d.). Rethink programs. Retrieved November 1, 2014, from Rethink.
    • Richmond, E. (2014, October). What Happens When Students Control Their Own Education? Retrieved from KQED.
    • Rigolon, A. (2011). A Space with Meaning: Children’s Involvement in Participatory Design Processes. Design Principles & Practice: An International Journal , 5 (2).
    • Robinson, C., & Taylor, C. (2013). Student voice as a contested practice: Power and participation in two student voice projects. Improving Schools , 16 (1), 32-46.
    • Rogers, A. (2004). Student voice: Bridges to learning. Seattle, WA: University of Washiongton.
    • Rubin, B., & Silva, E. (Eds.). (2003). Critical voices in school reform: Students living through change. New York City: RoutledgeFalmer.
    • Rudd, T., Colligan, F., & Nalk, R. (2008). Learner voice: A handbook from Futurelab. Futurelab and ESSA.
    • Rudduck, J. (2007). Student voice, student engagement, and school reform. In D. Thiessen, & A. Cook-Sather, International Handbook of Student Experience in Elementary and Secondary Schools (pp. 587-610). Netherlands: Springer.
    • Rudduck, J., & Fielding, M. (2006). Student voice and the perils of popularity. Educational Review , 58 (2), 219-231.
    • Rudduck, J., & Flutter, J. (2004). How to improve your school.. Bloomsbury Publishing.
    • Rudduck, J., Arnot, D., Fielding, M., McIntyre, D., & et al. (2003). Consulting pupils about teaching and learning. Retrieved October 17, 2014, from Economic and Social Research Council.
    • Rudduck, J., Chaplain, R., & Wallace, S. (1996). School improvement: What can pupils tell us? Quality in secondary schools and colleges series. London: David Fulton Publishers.


    • Savrock, J. (2014, November 1). Student Voice Is an Integral Component of School Reform. Retrieved from Penn State University College of Education.
    • Schlecty, P. (1994). Increasing Student Engagement. Missouri Leadership Academy.
    • Schwartz, K. (2014, October 29). Students Tell All: What it’s like to be trusted partners in learning. Retrieved October 30, 2014, from KQED Mindshift.
    • Serriere, S., & Mitra, D. (2012). Student voice and youth development. In C. Day, Handbook on Teacher and School Development. New York: Sage.
    • Sharan, S., Shachar , H., & Levine, T. (1999). The innovative school: Organization and instruction. Greenwood Publishing Group.
    • Sherwood Foundation. (2014, November 1). Retrieved from Nebraska Loves Public Schools:
    • Shor, I. (1996). When Student Have Power: Negotiating authority in a critical pedagogy. Chicago: University of Chicago Press.
    • Shultz, J. J., & Cook-Sather, A. (2001). In our own words: Students’ perspectives on school. Rowman & Littlefield.
    • Simmons, E. J. (1968). Introduction to Tolstoy’s Writings. Chicago: University of Chicago Press.
    • Sizer, T. R. (2004). Horace’s Compromise: The dilemma of the American high school. Houghton Mifflin Harcourt.
    • Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of educational psychology , 85 (4), 571.
    • Slavin, R. (2003). Educational psychology: Theory and practice. Boston: Pearson Education.
    • Smyth, J. (2007). Toward the pedagogically engaged school: Listening to student voice as a positive response to disengagement and ‘dropping out’? In D. Thiessen, & A. Cook-Sather, International handbook of student experience in elementary and secondary school. Springer Netherlands.
    • Smyth, J. (2006). When students have power: Student engagement, student voice, and the possibilities for school reform around “dropping out” of school. International Journal of Leadership in Education , 9 (4), 285–298.
    • SooHoo, S. (1993). Students as Partners in Research and Restructuring Schools. The Educational Forum , 386-393.
    • SoundOut. (2004). Student Voice Tip Sheet. Retrieved 10 18, 2014, from SoundOut.
    • SpeakOUT. (n.d.). SpeakOUT. Retrieved November 1, 2014, from Ontario Ministry of Education.
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