Meaningful Student Involvement Guide to Students as Partners in School Change

Meaningful Student Involvement Guide to Students as Partners in School Change by Adam Fletcher
The cover to Adam Fletcher’s Meaningful Student Involvement Guide to Students as Partners in School Change (2005).

This e-book describes the elements of meaningful student involvement in the context of school change efforts. It presents a five-step cycle of listening, validating, authorizing, mobilizing, and reflecting on student voice; a tool to measure the quality of activities involving student voice; and several examples of what students as researchers, planners, teachers, evaluators, decision-makers, and advocates look like in practice, at elementary, middle, and high schools. These tools include student-created district budgets, decision-making roles for students on committees for hiring teachers and principals, and student-led forums and conferences. Additionally, it presents barriers to implementing this type of reform and possible strategies to meet these challenges.

(28 pgs, 2005, FREE)

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Articles by SoundOut

Following are articles written for SoundOut about a variety of topics related to Meaningful Student Involvement. These publications cover student voice, student engagement, student/adult partnerships and more.

Articles on Meaningful Student Involvement

  1. Intro to Meaningful Student Involvement
  2. Making Student Involvement Meaningful
  3. Understanding Meaningfulness
  4. Tips on Action for Meaningful Student Involvement
  5. Spheres of Meaningful Student Involvement
  6. Critical Questions about Meaningful Student Involvement
  7. Measuring the People in Meaningful Student Involvement
  8. Measuring Activities in Meaningful Student Involvement
  9. Measuring Meaningful Student Involvement
  10. Strategies for Meaningful Student Involvement
  11. Measuring the Outcomes of Meaningful Student Involvement
  12. Elements of Meaningful Student Involvement
  13. Planning for Meaningful Student Involvement
  14. The Characteristics of Meaningful Student Involvement
  15. Fully Meaningful Schools
  16. Learning from Meaningful Student Involvement
  17. Meaningful Student Involvement Activities
  18. Whole School Meaningful Student Involvement
  19. Reflection and Meaningful Student Involvement
  20. Methods for Meaningful Student Involvement
  21. Meaningful Student Involvement for Teachers
  22. Grade-Specific Approaches to Meaningful Student Involvement
  23. Adult Learning through Meaningful Student Involvement
  24. Preparing for Meaningful Student Involvement
  25. Places Meaningful Student Involvement Can Happen
  26. Issues Addressed Through Meaningful Student Involvement
  27. People Affected by Meaningful Student Involvement
  28. Impacts of Meaningful Student Involvement on Learning
  29. Impacts of Meaningful Student Involvement on Development
  30. Meaningful Student Involvement Deepens Learning
  31. Meaningful Student Involvement Engages All Students
  32. Meaningful Student Involvement Expands Student Expectations
  33. Meaningful Student Involvement Instills Commitment
  34. Meaningful Student Involvement Provides Systemic Responses
  35. Meaningful Student Involvement Acknowledges Students
  36. Meaningful Student Involvement Creates Student/Adult Partnerships
  37. Meaningful Student Involvement Does NOT Filter Students
  38. Meaningful Student Involvement Recognizes Students Rights
  39. Aims of Meaningful Student Involvement
  40. Learning from Meaningful Student Involvement
  41. Meaningful Student Involvement in North America
  42. Help Us Help Ourselves: Creating Supportive Learning Environments With Students
  43. Student-led Advocacy Success Stories
  44. Ladder of Student Involvement
  45. Students Can Improve Schools
  46. Student-Led Research Planning Guide

Articles on Student Voice

  1. Reasons Why Meaningful Student Involvement Matters
  2. Assessing the Conditions for Student Voice by Michael Fielding
  3. Definitions of Student Voice
  4. Student Voice Tip Sheet
  5. 65 Ways Students Can Share Student Voice
  6. Intro to Student Voice
  7. Why Student Voice? A Research Summary
  8. Student Voice and Student Engagement as a Trojan Horse
  9. Advocate for Student Voice
  10. Adults Must Engage Student Voice
  11. Share Student Voice Daily
  12. Four Kinds of Student Voice
  13. Student Voice in School Building Leadership
  14. Where Student Voice Happens
  15. Overcoming Barriers to Student Voice
  16. Bullying and Student Voice
  17. Convenient or Inconvenient Student Voice
  18. Broadening the Bounds of Involvement: Transforming Schools With Student Voice
  19. Acknowledging Student Voice

Articles on Student Engagement

  1. Multiple Engagement Styles
  2. Five Lessons About Student Engagement
  3. Intro to Student Engagement
  4. Defining Student Engagement: A Literature Review
  5. Cycle of Engagement

Articles on Barriers to Students

  1. Adult-Driven Student Voice
  2. Adultism in Schools
  3. Barriers to School Transformation
  4. 20 Ways to Stop Student Tokenism
  5. 51 Ways Student Tokenism Happens
  6. Students Sabotaging Meaningful Student Involvement
  7. Education Structure as a Barrier to Meaningful Student Involvement
  8. School Culture as a Barrier to Meaningful Student Involvement
  9. Students as Barriers
  10. Adults as Barriers to Meaningful Student Involvement
  11. Students on a Pedestal
  12. Intro to Student Tokenism

Articles about Student/Adult Partnerships

  1. Student/Adult Partnership Activities
  2. Elements of Student/Adult Partnerships
  3. Types of Relationships between Students and Adults
  4. Four Ways Adults Treat Students
  5. Adult Perspectives of Students

Articles for Understanding the Education System

  1. Understanding State Education Agencies
  2. How Decisions Are Made In School
  3. Learning to Learn
  4. Parts of the Education System
  5. The Purpose of Schools
  6. Extracurricular Activities
  7. Modern Schools
  8. Engaging the Disengaged

Articles about Students on School Boards

  1. Students on School Boards Fact Sheet
  2. Terms Related to Students on School Boards
  3. Activities for Students on School Boards
  4. Rationale for Students on School Boards
  5. How to Get Students on School Boards
  6. Options for Student Voice on School Boards
  7. Should School Boards Elect or Select Student Members?
  8. State-By-State Summary of Laws Affecting Students on School Boards
  9. State-By-State Summary of Students on School District Boards
  10. State-By-State Summary of Students on District School Boards
  11. State-By-State Summary of Students on State Boards of Education
  12. Students on School Boards in Canada
  13. Province-By-Province Summary of Laws Affecting Students in Decision-Making
  14. Summary of Students on District School Boards
  15. Students on District School Boards
  16. Students on State Boards of Education
  17. Students on School Boards Toolbox
  18. Involving Students on School Boards
  19. Barriers to Students on School Boards
  20. Quotes about Students on School Boards
  21. Critical Questions
  22. Publications Related to Students on School Boards
  23. FAQs
  24. Sources

Reviews

  1. Review: Fires in the Bathroom
  2. Review: “Student Voice in School Reform” and “Opening the Floodgates”
  3. Review: “What Works in Education Reform: Putting Young People at the Center”
  4. Review: How to Improve Your School by Giving Pupils a Voice
  5. Review: Critical Voices in School Reform; Students Living through Change
  6. Review: Student Leadership and Restructuring: A Case Study
  7. Review: Learning from Student Voices
  8. Review: FORUM Special Issue on Student Voice
  9. Tools for Listening to Student Voice
  10. Review of In Our Own Words: Students’ Perspectives on School
  11. A Review of “Student Perspectives on School Improvement”
  12. Review of “Authorizing Students’ Perspectives: Toward Trust, Dialogue, and Change in Education”
  13. Review: The Question of the Student in Educational Reform
  14. Review: The Roles of Youth in Society; A Reconceptualization
  15. Review: Look Who’s Talking Now; Student Views of Restructuring Schools
  16. Review: Putting Students at the Centre in Education Reform
  17. Review: “Listening To Urban Kids: School Reform And The Teachers They Want”
  18. Feature on Alison Cook-Sather
  19. Feature on Michael Fielding
  20. Feature on Roger Holdsworth
  21. Feature on Dana Mitra
  22. Feature on Adam Fletcher

 

Related Content

Measuring Activities in Meaningful Student Involvement

When measuring Meaningful Student Involvement activities, its vital to examine the activities that make up what’s happening. Each activity can include many different parts. Here, SoundOut examines the culture of activities, the actions involved, the barriers in activities and the evaluation of activities.


Measuring the Culture of Meaningful Student Involvement

Measuring Meaning in Meaningful Student Involvement by Adam F.C. Fletcher for SoundOut.org
Measuring Meaning in Meaningful Student Involvement by Adam F.C. Fletcher for SoundOut.org

When assessing Meaningful Student Involvement its important to consider the effects on school culture. Engaging students as partners in school change should including creating the culture to support Meaningful Student Involvement for all students in all schools, all the time.

This culture should be reflected in a variety of ways. All students should feel safe to be meaningfully involved, which truly focuses on whether their involvement is equitable or not. Students should be identify in their own language and without coaching from adults how they are meaningfully involved, how they’re respected, and how they’re responded to by adults.

Involving students meaningfully should transform the attitudes and systems that underlay the culture of individual classrooms, whole school buildings and eventually, the entirety of the education system. This looks like Student/Adult Partnerships that are mutually supportive and accountable for both students and adults, whether in the classroom, board room, hallways, or legislatures. Meaningful Student Involvement changes can be apparent in school when students and adults address personal challenges and organizational barriers together, leading to healthier, more school democratic cultures where everyone can be engaged as partners.

Other ways school culture reflects Meaningful Student Involvement include, but are not limited to, educators maintaining a substantial focus on student involvement even when students appear to be disinterested; gradual or radical shifts in student-adult relationships to reflect higher perceptions of students and the elements of Student/Adult Partnerships introduced earlier in this book; and visually observable aspects, including relaxed conversations among students and adults about education and school improvement; verbal and written reflection shared among students and adults; and rituals reflecting Meaningful Student Involvement, including committee participation, Non-Violent Communication between students and adults; and student orientation programs led by students and adults.

When schools continually demonstrate meaningful involvement in research, planning, teaching, evaluation, decision-making and advocacy, their culture demonstrates what we are looking for. There will be regular and ongoing expectations for all members of the school community to hold meaningful involvement tantamount for all learners, as well as a commitment by building leadership to professional development and training opportunities that foster Student/Adult Partnerships. Additionally, the culture of education reflects Meaningful Student Involvement when discriminatory language against students is not tolerated; clear expectations and policies reflect a commitment to Student/Adult Partnerships, and a total commitment to the Cycle of Engagement is apparent throughout learning, teaching and leadership.

 


Measuring Action in Meaningful Student Involvement

Measuring Activities in Meaningful Student Involvement by Adam F.C. Fletcher for SoundOut.org

Taking action is the crux of Meaningful Student Involvement. All action should start by students working with adults to determine what constitutes meaningful student involvement. Conscientious steps should be taken to ensure that student involvement is meaningful according to that initial work. Students should understand the intentions of the process, decision, or outcomes of Meaningful Student Involvement in general, as well as the particular activity at hand, and they should know who made the decisions about Meaningful Student Involvement and why they were made initially.

Throughout the course of action the process and are the results of Meaningful Student Involvement should be recorded. That recording should be reported in writing and distributed to both students and adults. The process should include a variety of steps, including having students work with adults to identify school issues, challenges, or problems, allowing students to identify their own possible solutions or goals in their school, and engaging students in working with adults to identify possible solutions or goals in their school.

Students should feel fully informed about issues that matter to them, and learn about issues that matter to the whole school they’re in, the larger community, where they live, and the entire nation. Project ideas and activities should be co-initiated by students and adults, as well.

There is a large role for students in formal school improvement. They can be involved in identifying the problems, challenges, or needs to be addressed by school improvement, as well as formulating the problem and analyzing the situation. They can co-create school improvement policy, participate in adopting school improvement policy, and be meaningfully involved in approving programs, services, and activities to implement school improvement. Students can be meaningfully involved in teaching adults about school improvement, monitoring school improvement, and evaluating the impact of school improvement. Rather than act in isolation, students should be meaningfully involved with adults and other community members in school improvement as well. (Counts, 1978)

The best action for Meaningful Student Involvement should always end in reflection. Afterwards, students who are involved should receive a written or verbal report on the outcomes of Meaningful Student Involvement.


Measuring Barriers in Meaningful Student Involvement

Barriers in Schools to Meaningful Student Involvement by Adam F.C. Fletcher for SoundOut.org
Barriers in Schools to Meaningful Student Involvement by Adam F.C. Fletcher for SoundOut.org

An essential measure for Meaningful Student Involvement is to deliberately acknowledge and conscientiously address the barriers to engaging students as partners throughout education. The first step in addressing barriers to Meaningful Student Involvement is to acknowledge they exist, and to name them as best as possible.

False and negative assumptions about students’ abilities to participate should be deliberately addressed by students and/or adults throughout all activities. All adults in the school should be clear about the class or school’s intent to foster Meaningful Student Involvement. An informal assessment should be made of whether adults throughout the learning environment, and a determination should be made whether adults provide good examples of Meaningful Student Involvement. Students’ experience and inexperience addressed with Meaningful Student Involvement should be determined as well.

Barriers can be addressed when students and adults identify and address negative experiences students and adults have had with student involvement, and steps should be taken to reduce the resistance from adults and students. In some circumstances, this can mean adding an equal or greater number of students to boards, committees and other decision-making activities throughout the education system that previously only engaged a few students. However, more than likely it means creating new avenues for student voice in places where only adults made decisions before. This can happen by creating student roles for every student in decision-making affecting individual students; it can also happen by creating roles for students in activities where adults made decisions for large groups of students.

When adults throughout education actively educate students about the education system, including focusing on specific functions and outcomes, Meaningful Student Involvement can happen and the barrier of obfuscation can be overcome. A climate should be fostered in every opportunity for student voice where students feel comfortable engaging in learning, whether through question-asking, interacting, or otherwise engaging in the topic at hand. Deliberate steps should be made to foster this climate, including acknowledgment of student schedules, learning styles, developmental abilities, and other relevant actions. If activities happen outside school and school time, planning should consider whether the location and times of meetings are convenient to students; determining if the times and dates of meetings are convenient for students; choosing locations that are accessible to students and public transportation; and other initiatives or changes going on in classes, local schools, districts, or state programs that will complement the goals and processes of Meaningful Student Involvement.

A major barrier to Meaningful Student Involvement is student credibility. If representative participation is required in an activity, steps should be taken to ensure student representatives are chosen so that they are credible among the students they are supposed to represent. Given the diversity of every school, this should include accounting for all sorts of student cultures, attitudes, beliefs and ideas. Adults should check and double check when they think a student is credible by working with students as partners to ensure credibility. Sometimes, it is appropriate to select a high achieving, popular student to represent their peers in a student involvement activity. However, there are other times when it is not meaningful for students or adults to have that same student representing students who may be low performing or acting in ways that are not appropriate for school.

Many adults are addressing student voice as giving students a say in what, when, where, how and why they learn. This is a misunderstanding of student voice and actually serves as a barrier to Meaningful Student Involvement. It positions adults as the arbitrators of student voice, placing the responsibility for students’ expressions about education on the shoulders of educators. In reality, students are constantly expressing themselves; the question is whether or not adults are willing to listen and act upon what students have to say. Listening to students’ needs, interests and concerns has had a big impact on school life and classroom practice; engaging students as partners in learning throughout the educational process and the entirety of the education system has an even larger impact. Overcoming the barriers presented by students, adults and schools is a key to moving in that direction.

 


Measuring Evaluation in Schools

Measuring Meaning in Meaningful Student Involvement by Adam F.C. Fletcher for SoundOut.org
Measuring Meaning in Meaningful Student Involvement by Adam F.C. Fletcher for SoundOut.org

Assessing outcomes should always be a part of Meaningful Student Involvement opportunities. Every opportunity focused on Meaningful Student Involvement should opportunities for formal and informal feedback from students. The events, opportunities, and numbers of students measured with regard to all the factors affected by the opportunity, as well as the levels, motivations, and impacts of students and adults who are involved or affected. The quantitative effects of Meaningful Student Involvement can be measured, monitored, and reported, including grades, attendance records, dropout rates, the number of student participants in a given activity, and other numerical effects of Meaningful Student Involvement.

Meaningful Student Involvement affects many people. Students other than those who are directly involved can provide substantial input when given the opportunity to be involved as independent evaluators in assessing action. Formal assessments of Meaningful Student Involvement completed by students and adults, and the summative impacts of Meaningful Student Involvement should be identified. The varying short- and long-term impacts may include short and long-term effects and impacts. The effects of Meaningful Student Involvement on classrooms may include the creation of new curriculum or programs, widespread engagement of student-led evaluation and all types of meaningful involvement, and more. All of these should be assessed for their presence, purpose and power.

Meaningful Student Involvement can impact school administration through the development of administrative support and structures. Professional development for school staff focused on Meaningful Student Involvement, including teachers and others, can be made mandatory or more made more available. Materials on engaging students as partners can be made widely available, too. One of the most effective measures of meaningfulness may be the amount of more appropriate, student-friendly policies, rules, or guidelines adapted in order to promote, ensure, and sustain Meaningful Student Involvement. Another structural development is the creation of more and more meaningful opportunities for all students to become involved. More accessible or convenient opportunities for students are part of that approach.

Developing this infrastructure requires new approaches to engaging students as partners. This can happen through the intentional recruitment and preparation of nontraditional and new student leaders. It can also happen with the intentional development of new social norms among the student body, between students and adults, and throughout the entirety of the school community. Meaningful Student Involvement should be assessed for those new approaches to relationships among students, between students and adults, and ultimately, between students, adults, and the education system as a whole.

The desires, dreams, and possibilities students envision for school should be acknowledged, documented and assessed throughout the opportunities, particularly those of students who are not traditionally engaged in conversations about school improvement. Reports focused on Meaningful Student Involvement should be created with multiple audiences in mind, including politicians, policy-makers and other officials, as well as educators, administrators and students themselves. Additionally, significant time should be spent reflecting on who is involved in opportunities. This means students and adults should work together to examine which students participate; why they were involved; what percentage of students in a school were involved, and so forth.

Engaging students themselves in reflecting on the nature of current student involvement in your school, as well as plans or implementations focused on Meaningful Student Involvement. These reflections should also be shared with everyone possible throughout the education system. Their reflections can including benefits and limitations of Meaningful Student Involvement in school planning, education research, formal teaching and capacity development, learning evaluation, systemic decision-making, and education advocacy. Exploring which opportunities students are meaningfully involved in and why those opportunities happen is essential to evaluating and assessing Meaningful Student Involvement. Students should facilitate capacity building activities for students and adults to increase their ability to become meaningfully involved.

Assessments should be conducted by adults, too. They should have opportunities to continuously increase their capacity to meaningfully involve students, and identify limitations and possibilities of Meaningful Student Involvement throughout education. There should also be opportunities for everyone, including students and adults, to assess what the levels of commitment to Meaningful Student Involvement are from various parties throughout the education system. This means that all sorts of students, administrators, teachers, support staff, parents, and other community members should be asked whether they are committed to Student/Adult Partnerships and Meaningful Student Involvement.

Looking across your current location in education, a specific evaluation should determine what opportunities for focused student voice, substantive student engagement, and Meaningful Student Involvement currently exist. Examining your policies, you should determine whether your classroom, individual school, local district, or state education agency has policies that can ensure or deter sustainable opportunities that meaningfully involve students throughout education. That same examination should determine whether your school or organization can compensate for the budget considerations affecting Meaningful Student Involvement. Ultimately, you should determine how far away your location is from one hundred percent Meaningful Student Involvement. Identify how many students experience meaningful opportunities and how frequently they experience them. When you have determined this percentage, you will know exactly how far you have to go.

There are many ways you can evaluate whether Meaningful Student Involvement exists and is recognizable. Simply allowing students to be involved is one way. Another way to determine existence is to examine classroom learning and determine what extent Meaningful Student Involvement is present in teaching activities. Acknowledging the classroom learning that happens through Meaningful Student Involvement should happen through students receiving credit. Other ways to identify meaningful involvement is by determining whether fiscal rewards, including stipends, scholarships, or salaries, are given to students who are involved, as well.

The quality of student involvement helps determine the meaningfulness. Sometimes, that quality is ensured through policy-making. When appropriate, schools should provide equitable or equal opportunities for students and adults to serve by establishing and enforcing substantive and appropriate terms of office, voting rights, or positions. Contingency plans should be developed to replace students whose terms, service, or job end early, and a conflict of interest policy for appropriate occasions. Policies that formally allow and encourage students to be involved in multiple activities without penalizing them are often necessary, as well as policies that give students appropriate access to adult allies who are involved including teachers, parents and support staff. Students who are involved should be allowed uninhibited access to information sources that allow them to be meaningfully involved, whether through the Internet, adults who are involved in decision-making, records, etc. Schools should also provide opportunities for students to continuously increase their capacity to be meaningfully involved through capacity building activities of all sorts.

One of the key measurements for Meaningful Student Involvement is that every student in every school has opportunities to systematically, intentionally learn about the structures, purposes, actions and outcomes of education. School should be assessed for whether they afford opportunities for students to expand their involvement in subsequent grade levels. Their learning about this should happen in a constructivist fashion, acknowledging what they know regardless of their grade level and expanding upon it through teaching, action, reflection and critical examination.

Students should be allowed and encouraged to address schoolwide issues, not only those that affect students. The language and concepts used in Meaningful Student Involvement opportunities should be adjusted or explained to students in order to create plainly accessible ideas for everyone involved. Students should also have opportunities to learn about different aspects of the activities they are involved in, whatever it may be focused on. If students are partnering with adults to create a classroom curriculum focused on local history, they should have opportunities to learn about curriculum design and delivery, as well as local history. This is true for any aspect of planning, research, teaching, evaluating, decision-making, or advocacy.


Measuring Infusion in Schools

Measuring Outcomes in Meaningful Student Involvement by Adam F.C. Fletcher for SoundOut.org
Measuring Outcomes in Meaningful Student Involvement by Adam F.C. Fletcher for SoundOut.org

A large measurement within Meaningful Student Involvement is the extent to which every student experiences Student/Adult Partnerships. While there is a starting point for all action, it is important for schools, agencies, or education programs to have a strategic plan for expanding Meaningful Student Involvement. Ultimately, every student in every school can experience meaningfulness, whether in their individual classroom experience or collective school wide experience, whether in special and specific district or state education agency opportunities, or in broad student organizing for education improvement. All of this should be assessed in order to determine the efficacy of approaches.

The amount of authority between students and adults should be measured. In almost every circumstance throughout schools, students are held accountable by adults. They are held accountable for their academic achievement, classroom performance, attendance, behavior, attitudes and increasingly, opportunities outside of school. However, adults are not held similarly accountable to students. In Meaningful Student Involvement, mutual accountability is essential for partnerships. Similarly, students should experience appropriately and equitably distributed amounts of authority. Considering the specific conditions for Meaningful Student Involvement when determining how much authority students has is important; however, that should not be the determining factor for whether students should have authority. Instead, every situation should be seen objectively for its potential, purpose, and outcomes. Authority—the ability to author one’s story—is something that should be enculturated and codified throughout education for every participant whether students or adults. That authority should be present throughout learning, teaching and leadership as exemplified by Meaningful Student Involvement in education planning, research, teaching, evaluation, decision-making, and advocacy.

Parents should learn about Meaningful Student Involvement too. Their role in supporting, encouraging, sustaining and expanding Student/Adult Partnerships should not be under-acknowledged. In addition to teaching parents, they should also have opportunities to become engaged partners as well.

Opportunities should be assessed for whether they obligate or otherwise compel students and adults to be meaningfully involved. This helps determine amounts of authenticity and generosity, as well as the amounts of time required to build ownership and investment by the participants in Meaningful Student Involvement. These obligations can happen through mandate by education leaders, grant requirements, or agreements between students and adults. They can happen through teacher mandate over students. When policy is set in place, rules are made, or other formalized, codified decisions are written, they can be compulsory as well.

Meaningful Student Involvement necessitates continuous capacity building for students and adults. This may happen through knowledge-sharing and skill building, as well as other means. It may mean providing opportunities for students and adults to co-learn about skills such as communication, time management, project planning, meeting facilitation, budget management, and other skills. It could also mean that all partners learn about school improvement; equity and diversity in education; curricular approaches; leadership issues in education, and other issues. These continuous capacity building opportunities could also focus on topics that are core to Meaningful Student Involvement, including student/adult relationship building; inquiry-based learning; service learning; project planning; curriculum development; teaching skills; evaluation techniques; decision-making methods; and advocacy skills.

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Student Voice Revolution by Adam Fletcher ad 1

SoundOut Student Voice Curriculum

This is the promotional flyer for the SoundOut Student Voice Curriculum by Adam F.C. Fletcher.

The SoundOut Student Voice Curriculum is the only program written for educators to actually engage students as partners to transform our schools.

SoundOut can empower students to improve learning, teaching, and leadership better throughout K-12 schools today!

SoundOut founding director Adam F.C. Fletcher wrote and piloted this curriculum to teach middle and high school students how to change schools. Based on his work with more than 300 schools across the country, this program shows educators how to build student voice in their schools today.

Features

  • Eight unique modules
  • 200 hours of classroom instruction
  • 24 detailed, practical lesson plans
  • Designed in actual classes with real students
  • Shows students how to…
    • Research schools
    • Plan learning
    • Teach classes
    • Evaluate themselves and their teachers
    • Make systemic decisions, and;
    • Advocate for school improvement

Engaging, hands-on activities are punctuated with fun worksheets, and with a comprehensive teacher’s guide, there are no questions left unanswered. There are also planning guides, assessment tools, and more included.

Ready to Share?

Ready to Order?

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Student Voice Revolution: The Meaningful Student Involvement Handbook

Student Voice Revolution: The Meaningful Student Involvement Handbook by Adam Fletcher

The cover of Student Voice Revolution: The Meaningful Student Involvement Handbook by Adam F.C. Fletcher.

Our Manual is Student Voice Revolution by Adam F.C. Fletcher

Student Voice ​Revolution: The Meaningful Student Involvement Handbook is the master​y​-level book behind SoundOut.org. It is ​focused on student voice, student engagement, student/adult partnerships, and more. 

Containing tons of details, this book is focused on engaging all students in every school as partners in every facet of education for the purpose of strengthening their commitment to learning, community, and democracy. ​There are more than 75 examples from the author’s ​experience and research, as well as literature from throughout education. Never before published tools, new models and useful tips are included, along with more than 300 citations, dozens of recent and historic anecdotes, and ​more.

The book also highlights unique ​approaches, detailed assessments and critical examinations of everyday school activities make this publication ​un​like ​any other available today. Student Voice Revolution should be read by teachers, college students, other educators and school leaders and others focused on education transformation.

Student Voice Revolution is an optimistic, realistic and pragmatic clarion call for the future of public schools in democratic societies. Are YOU ready for this revolution?

About the Author

An internationally-recognized consultant and speaker focused on student voice​,​ author​ Adam Fletcher has worked with schools, education agencies, and other organizations across the United States and Canada. ​He is the author the SoundOut Student Voice Curriculum, The Practice of Youth Engagement and The Guide to Student Voice. His writing has also been published in education journals and magazines around the world.

Title Details

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School Boards of the Future: A Guide to Students as Education Policy-Makers

A manual for student involvement on district and state boards of education, including student representatives and students as full-voting members.

It highlights examples, tips, promotional information and resources, as well as steps to implement student involvement. It also provides state-by-state profiles of students on school boards across the United States.

(54 pages, 2014, $15.00)

Order School Boards of the Future: A Guide to Students as Education Policy-Makers.

 

 

School Boards of the Future by Adam Fletcher

Meaningful Student Involvement Research Guide

MSIResearch-coverThis booklet can give advocates a “leg up” in their research needs by illustrating the breadth of research available about engaging student voice throughout education. This Guide highlights fourteen research studies and includes a useful listing of research available.

(36 pgs, 2004, FREE)

Table of Contents

  1. Student Perspectives on School Improvement by John Beresford
  2. Authorizing Students’ Perspectives: Toward Trust, Dialogue, and Change in Education by Allison Cook-Sather
  3. Fires in the Bathroom: Advice for Teachers from High School Students by Kathleen Cushman
  4. The Question Of The Student In Educational Reform by DP Ericson & FS Ellett
  5. Special Forum Issue on Student Voice edited by Michael Fielding
  6. The Roles of Youth in Society: A Reconceptualization by Ruthanne Kurth-Schai
  7. Look Who’s Talking Now: Student Views of Restructuring Schools edited by John Kushman
  8. Putting Students at the Centre in Education Reform by Barry Levin
  9. Student Voice in School Reform: Reframing Student-Teacher Relationships and Opening the Floodgates: Giving Students a Voice in School Reform by Dana Mitra
  10. Learning from Student Voices edited by Penny Oldfather
  11. Student Leadership and Restructuring: A Case Study by Cynthia Reed
  12. Critical Voices in School Reform: Students Living Through Change edited by B. Rubin & E. Silva
  13. How to Improve Your School: Giving Pupils a Voice by J. Rudduck & J. Flutter
  14. In Our Own Words: Students’ Perspectives On School edited by Jeffery Shultz & Allison Cook-Sather
  15. What Works in Education Reform: Putting Young People at the Center by Joel Tolman, P. Ford, & Merta Irby
  16. Listening To Urban Kids: School Reform And The Teachers They Want by B. Wilson & HD Corbett

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Stories of Meaningful Student Involvement

This document presents a general overview of meaningful student involvement in the context of school change efforts, and detailed descriptions of its goals and applications.

Specifically, it includes several short vignettes of what students as researchers, planners, teachers, evaluators, decision-makers, and advocates look like in practice at various schools. Each vignette describes a tool to elicit student voice to address a particular school challenge.

Examples include students from Oakland, California, designing, administering, and analyzing surveys about teaching, counseling, and safety at three high schools; students from Anne Arundel County, Maryland, serving as voting members on the district board of education and all advisory, curriculum, and study committees; students from Portland, Oregon, developing and delivering a successful campaign to secure free public transportation to school for all students eligible for free or reduced-price school meals; students from Puyallup, Washington, co-creating with local educators the mission, guiding principles, and constitution of a new high school; and students from Bear Valley, California, conducting a year-long student-driven research process to explore student views of learning.

(40 pgs, 2004, FREE)

Download Stories of Meaningful Student Involvement.


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