Increasing Student Voice and Empowerment Through Technology: the Perceptions of Communication Apprehensive Latter-Day Saint (LDS) Seminary Students

Total Page:16

File Type:pdf, Size:1020Kb

Increasing Student Voice and Empowerment Through Technology: the Perceptions of Communication Apprehensive Latter-Day Saint (LDS) Seminary Students Utah State University DigitalCommons@USU All Graduate Theses and Dissertations Graduate Studies 5-2012 Increasing Student Voice and Empowerment Through Technology: The Perceptions of Communication Apprehensive Latter-day Saint (LDS) Seminary Students Doran H. Christensen Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/etd Part of the Education Commons Recommended Citation Christensen, Doran H., "Increasing Student Voice and Empowerment Through Technology: The Perceptions of Communication Apprehensive Latter-day Saint (LDS) Seminary Students" (2012). All Graduate Theses and Dissertations. 1166. https://digitalcommons.usu.edu/etd/1166 This Dissertation is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Theses and Dissertations by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. INCREASING STUDENT VOICE AND EMPOWERMENT THROUGH TECHNOLOGY: THE PERCEPTIONS OF COMMUNICATION APPREHENSIVE LATTER-DAY SAINT (LDS) SEMINARY STUDENTS by Doran H. Christensen A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION in Education (Curriculum and Instruction) Approved: ______________________________ ______________________________ Dr. Steven Camicia Dr. Nick Eastmond Major Professor Committee Member ______________________________ ______________________________ Dr. Scott Hunsaker Dr. Jim Barta Committee Member Committee Member ______________________________ ______________________________ Dr. Jim Dorward Dr. Mark R. McLellan Committee Member Vice President for Research and Dean of the School of Graduate Studies UTAH STATE UNIVERSITY Logan, Utah 2012 ii Copyright © Doran H. Christensen 2012 All Rights Reserved iii ABSTRACT Increasing Student Voice and Empowerment Through Technology: The Perceptions of Communication Apprehensive Latter-day Saint (LDS) Seminary Students by Doran H. Christensen, Doctor of Education Utah State University, 2012 Major Professor: Dr. Steven Camicia Department: School of Teacher Education and Leadership Many students appear to be disinterested and unengaged in traditional classroom settings. Numerous educational theorists suggest that students need current technology and communication in order to get students more involved in classroom discussion. This study examined a group of Latter-day Saint (LDS) students who were not involved vocally in the classroom (communication apprehensive), yet were highly involved in peer-to-peer communication via technology outside of the classroom. Issues of power are critically examined utilizing LDS and Freirean lenses of student voice, democracy, and empowerment. These issues are consistent with the LDS Church Educational System’s efforts to help students to explain, share, and testify of gospel truths. Student surveys concerning the use of technology and communication were instrumental in selecting a purposeful sample of five students for further study. These students, ranging from grades ninth to twelfth, were interviewed regarding their perceptions of the potential of iv educational technology implementation in LDS seminary classrooms in an effort to engage the communication apprehensive students. The data derived from this multiple case study design were analyzed using constructed grounded theory. Several key findings emerged through the analysis. The participants felt that some form of communicative technology could be empowering and advantageous to apprehensive students. However, the technological tool selected should be innovative and independent of currently existent resources. The participants also noted that some degree of communication apprehension still exists when using communicative technology. Ultimately, it is people who empower and give voice to the apprehensive student, not technological mediums alone. (151 pages) v PUBLIC ABSTRACT Increasing Student Voice and Empowerment Through Technology: The Perceptions of Communication Apprehensive Latter-Day Saint (LDS) Seminary Students by Doran H. Christensen, Doctor of Education Utah State University, 2012 Many students find themselves unwilling or unable to participate vocally in traditional classroom settings. This study examines a group of LDS (members of the Church of Jesus Christ of Latter-day Saints) seminary students who were hesitant to participate vocally in the classroom, but were highly involved in peer-to-peer communication through technology. The objective of this research was to determine the perceived value of technological implementations as it provides a potential forum for increased student participation. As educators find and utilize teaching methods and resources that engage students more fully in the educational process, the students themselves become the primary beneficiaries. This research was intended to allow the student participants to determine what technological resources could empower and give voice to those who were apprehensive to traditional classroom participation. Student surveys regarding communication apprehension and technology use were administered to five seminary classes. The results of these surveys were instrumental in selecting a purposeful sample of five students for further study. These students were interviewed on two different occasions regarding their perceptions of the potential of educational technological implementation in LDS seminary classrooms in an effort to engage apprehensive students. The findings from this research can assist administrators and educators as they seek to implement strategies to help marginalized students become more involved in the democratic classroom. vi ACKNOWLEDGMENTS As I finally conclude my formal schooling, a public expression of gratitude seems fitting. My wife, Tanya, and our six children—Avery, Bailey, Taylor, Zachary, Tyson, and Cody—provide me with a rewarding and meaningful life. Without them, this undertaking would have never taken place. My hope is that my educational experiences have been instrumental in making me a better husband and father, and a more useful member of society. To my family, I extend heartfelt and sincere thanks for continual encouragement, love, and support throughout this lengthy process. I also wish to express appreciation for the support of my employers in the Church Educational System (CES) of The Church of Jesus Christ of Latter-day Saints. Both my family and I are abundantly blessed by our involvement in this work, and we are grateful for the kind and generous support of our CES family throughout the course of my educational pursuits. Looking back, my learning experiences at Utah State University have been truly rewarding. I wish to extend special thanks to my committee chair, Dr. Steven Camicia, for his many hours of help and feedback. His gentle and supportive encouragement led to my eventual completion. I have also greatly benefited from the time and assistance from my entire doctoral committee. I extend my thanks to them, and to all who have supported me through these busy and worthwhile years. Doran H. Christensen vii CONTENTS Page ABSTRACT ................................................................................................................... iii PUBLIC ABSTRACT ................................................................................................... v ACKNOWLEDGMENTS ............................................................................................. vi LIST OF TABLES ......................................................................................................... ix LIST OF FIGURES ....................................................................................................... xi CHAPTER I. INTRODUCTION, CONTEXT, AND RESEARCH QUESTIONS ........... 1 Introduction .................................................................................................. 1 Problem Statement ....................................................................................... 2 Positionality and Personal Context .............................................................. 3 Research Questions ...................................................................................... 6 Theoretical Lenses ....................................................................................... 7 Conclusion ................................................................................................... 14 II. REVIEW OF LITERATURE ...................................................................... 15 Introduction .................................................................................................. 15 The Social Nature of Learning ..................................................................... 16 Potential of Learning-Enhancing Technologies........................................... 23 Increased Dialogue, Individual Voice, and Empowerment Through Technology ........................................................................... 29 Counter Views ............................................................................................. 34 Conclusion ................................................................................................... 37 III. METHODOLOGY ...................................................................................... 39 Introduction .................................................................................................. 39 Epistemology ..............................................................................................
Recommended publications
  • Impacts of Service-Learning on Participating K-12 Students
    Impacts of Service-Learning on Participating K-12 Students Source: RMC Research Corporation, December 2002, updated May 2007 For additional resources on this and other service‑learning topics visit Learn and Serve America’s National Service-Learning Clearinghouse at http://www.servicelearning.org. Recent research emphasizes academic, civic/citizenship, social/personal, and resilience impacts of service-learning on participating K-12 students. Academic Impacts A number of studies have been conducted showing promising results of the academic impact of service-learning. Students who participated in service-learning were found to have scored higher than nonparticipating students in several studies, particularly in social studies, writing, and English/language arts. They were found to be more cognitively engaged and more motivated to learn. Studies show great promise for service-learning as an avenue for increasing achievement among alternative school students and other students considered at risk of school failure. Studies on school engagement generally show that service-learning students are more cognitively engaged in school, but not necessarily more engaged behaviorally. Studies of students’ problem-solving abilities show strong increases in cognitive complexity and other related aspects of problem solving. Service-learning, then, does appear to have a positive impact on students by helping them to engage cognitively in school and score higher in certain content areas on state tests. Many of these outcomes are mediated by the quality of the program. For example: California Service-Learning Programs (Ammon, Furco, Chi & Middaugh, 2001) Researchers found that academic impacts were related to clarity of academic goals and activities, scope, and support through focused reflection.
    [Show full text]
  • Toshalis & Nakkula, "Motivation, Engagement, and Student Voice
    MOTIVATION, ENGAGEMENT, AND APRIL 2012 STUDENT VOICE By Eric Toshalis and Michael J. Nakkula EDITORS’ INTRODUCTION TO THE STUDENTS AT THE CENTER SERIES Students at the Center explores the role that student-centered approaches can play to deepen learning and prepare young people to meet the demands and engage the opportunities of the 21st century. Students at the Center synthesizes existing research on key components of student-centered approaches to learning. The papers that launch this project renew attention to the importance of engaging each student in acquiring the skills, knowledge, and expertise needed for success in college and a career. Student-centered approaches to learning, while recognizing that learning is a social activity, pay particular attention to the importance of customizing education to respond to each student’s needs and interests, making use of new tools for doing so. The broad application of student-centered approaches to learning has much in common with other education reform movements including closing the achievement gaps and providing equitable access to a high-quality education, especially for underserved youth. Student-centered approaches also align with emerging work to attain the promise and meet the demands of the Common Core State Standards. However, critical and distinct elements of student-centered approaches to learning challenge the current schooling and education paradigm: > Embracing the student’s experience and learning theory as the starting point of education; > Harnessing the full range of learning experiences at all times of the day, week, and year; > Expanding and reshaping the role of the educator; and > Determining progression based upon mastery.
    [Show full text]
  • Student Voice and the Common Core
    Student Voice and the Common Core SUSAN YONEZawa University of California, San Diego Replacing a discrete, sometimes lengthy list of topics to learn, the Common Core asks teachers to help students develop high-level cognitive skills: to per- sist, model, critique, reason, argue, explain, justify, and synthesize. Faced with this challenge, teachers are wondering what they can do to help students to meet the new standards and prepare for 21st-century careers. Research on student voice can provide some answers and inform the conversation about Common Core implementation. Over the past two decades, researchers, stu- dents, and educators have teamed up across a variety of projects and places to provide us with what kids say they need to engage deeply in their studies. Interestingly, what students have long told us they want in classroom cur- riculum and pedagogy resonates with Common Core principles. As educa- tors work to implement the Common Core, student voice can offer useful guidance as well as concrete examples of the schoolwork students find most challenging, engaging, relevant, and educational. The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The stan- dards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. —Common Core State Standards Initiative mission statement If the reforms of the past 30 years have taught us nothing else, we know by now that theorizing about reform is far easier than enacting it.
    [Show full text]
  • Student Voice: How Young People Can Shape the Future of Education
    WINTER 2019 Student Voice: How Young People Can Shape the Future of Education Student Voice: How Young People Can Shape the Future of Education Overview “It’s all about the students.” How often do we hear this sentiment—or something THE PROJECT similar—in conversations on educational policy and practice? Education leaders The Condition of Education in the take action every day to support and guide students. Dedicated teachers Commonwealth project is one way review and revise their approaches to instruction, while school leaders institute the Rennie Center fulfills its mission of producing non-partisan, high-quality, new strategies to enhance learning inside and outside the school building. independent research that promotes Communities rally around innovative institutions to augment and sustain success. improvement in public education for all Without question, these efforts aim to accomplish a noble goal: helping students Massachusetts children. achieve better outcomes in school and in life. Yet one voice that’s usually missing in discussions about how best to support PROJECT COMPONENTS student outcomes is the one that arguably matters the most: students Data Dashboard: This interactive tool themselves.1 Within the education system, decision-making structures provides an in-depth look at 25 school and practices often do not recognize or encourage students as legitimate performance indicators. Users can delve stakeholders.2 In educational debates dominated by questions of learning inputs deeper by looking at different student groups and monitor progress over time. This (standards, curricula, funding) and outcomes (assessments, college and career data is collected from the Massachusetts success), we often neglect to listen to the students who are most impacted by Department of Early Education and proposed or actual reforms.
    [Show full text]
  • Third Graders Speak: Experiences and Perspectives of Reading and Writing in Urban Public Schools
    University of New Hampshire University of New Hampshire Scholars' Repository Doctoral Dissertations Student Scholarship Spring 2005 Third graders speak: Experiences and perspectives of reading and writing in urban public schools Kimberly A. Boothroyd University of New Hampshire, Durham Follow this and additional works at: https://scholars.unh.edu/dissertation Recommended Citation Boothroyd, Kimberly A., "Third graders speak: Experiences and perspectives of reading and writing in urban public schools" (2005). Doctoral Dissertations. 260. https://scholars.unh.edu/dissertation/260 This Dissertation is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. NOTE TO USERS This reproduction is the best copy available. ® UMI Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. THIRD GRADERS SPEAK: EXPERIENCES AND PERSPECTIVES OF READING AND WRITING IN URBAN PUBLIC SCHOOLS BY KIMBERLY A. BOOTHROYD B.S., State University of New York at Cortland, 1982 M.Ed., University of New Hampshire, 1991 DISSERTATION Submitted to the University of New Hampshire In Partial Fulfillment of The Requirements for the Degree of Doctor of Philosophy in Literacy and Schooling May 2005 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 3169077 Copyright 2005 by Boothroyd, Kimberly A. All rights reserved. INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted.
    [Show full text]
  • Student Voice: an Emerging Discourse in Irish Education Policy
    International Electronic Journal of Elementary Education, 2015, 8(2), 223-242. Student Voice: An Emerging Discourse in Irish Education Policy Domnall FLEMING The Weir Centre, Ireland Abstract In positioning student voice within the Irish education policy discourse it is imperative that this emergent and complex concept is explored and theorized in the context of its definition and motivation. Student voice can then be positioned and critiqued as it emerged within Irish education policy primarily following Ireland’s ratification of the United Nations Charter on the Rights of the Child (UNCRC) in 1992. Initially emerging in policy from a rights-based and democratic citizenship perspective, the student council became the principal construct for student voice in Irish post- primary schools. While central to the policy discourse, the student council construct has become tokenistic and redundant in practice. School evaluation policy, both external and internal, became a further catalyst for student voice in Ireland. Both processes further challenge and contest the motivation for student voice and point to the concept as an instrument for school improvement and performativity that lacks any centrality for a person-centered, rights-based, dialogic and consultative student voice within an inclusive classroom and school culture. Keywords: Student voice, Student council, Evaluation, Performativity, Citizenship. Student voice: Definition, Theorised, Motivation, Contested Definition Student voice as an emergent and complex concept refers to students in dialogue, discussion and consultation on issues that concern them in relation to their education, but in particular, in relation to pedagogy and their experiences of schooling whether as a student cohort, individual class groups or within a forum construct like a student council (Fleming, 2013).
    [Show full text]
  • A NARRATIVE INQUIRY of BLACK UPPER MIDDLE-CLASS CHILDREN's EXPERIENCES with SCHOOL WRITING April L
    Georgia State University ScholarWorks @ Georgia State University Middle and Secondary Education Dissertations Department of Middle and Secondary Education Spring 5-17-2019 A NARRATIVE INQUIRY OF BLACK UPPER MIDDLE-CLASS CHILDREN'S EXPERIENCES WITH SCHOOL WRITING April L. Poindexter Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/mse_diss Recommended Citation Poindexter, April L., "A NARRATIVE INQUIRY OF BLACK UPPER MIDDLE-CLASS CHILDREN'S EXPERIENCES WITH SCHOOL WRITING." Dissertation, Georgia State University, 2019. https://scholarworks.gsu.edu/mse_diss/81 This Dissertation is brought to you for free and open access by the Department of Middle and Secondary Education at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Middle and Secondary Education Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. ACCEPTANCE This dissertation, A NARRATIVE INQUIRY OF BLACK UPPER MIDDLE-CLASS CHILDREN’S EXPERIENCES WITH SCHOOL WRITING, by APRIL L. POINDEXTER, was prepared under the direction of the candidate’s Dissertation Advisory Committee. It is accepted by the committee members in partial fulfillment of the requirements for the degree, Doctor of Philosophy, in the College of Education & Human Development, Georgia State University. The Dissertation Advisory Committee and the student’s Department Chairperson, as representatives of the faculty, certify that this dissertation has met all standards of excellence and scholarship as determined by the faculty. _________________________________ Michelle Zoss, Ph.D. Committee Chair _________________________________ _________________________________ Nadia Behizadeh, Ph.D. Jennifer Esposito, Ph.D. Committee Member Committee Member _________________________________ LaToya Owens, Ph.D. Committee Member _________________________________ Date _________________________________ Gertrude Tinker Sachs, Ph.D.
    [Show full text]
  • Tapping the Voices of Learners for Authentic Student Engagement Bryan Bronn University of Arkansas, Fayetteville
    University of Arkansas, Fayetteville ScholarWorks@UARK Theses and Dissertations 5-2018 Tapping the Voices of Learners for Authentic Student Engagement Bryan Bronn University of Arkansas, Fayetteville Follow this and additional works at: http://scholarworks.uark.edu/etd Part of the Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, and the Secondary Education Commons Recommended Citation Bronn, Bryan, "Tapping the Voices of Learners for Authentic Student Engagement" (2018). Theses and Dissertations. 2660. http://scholarworks.uark.edu/etd/2660 This Dissertation is brought to you for free and open access by ScholarWorks@UARK. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of ScholarWorks@UARK. For more information, please contact [email protected], [email protected]. Tapping the Voices of Learners for Authentic Student Engagement A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership by Bryan R. Bronn Southwest Baptist University Bachelor of Arts in Biblical Studies, 1989 NOVA Southeastern University Master of Science in Education, 2005 Lindenwood University Educational Specialist, 2012 May 2018 University of Arkansas This dissertation is approved for recommendation to the Graduate Council. John C. Pijanowski. Ph.D. Dissertation Director Ed Bengtson, Ph.D. Kara Lasater, Ed.D. Committee Member Committee Member Abstract The purpose of this study was to examine the problem of practice of the decline in student engagement from the perceptions of secondary school learners as they proceed throughout their educational experience. According to researchers, learners who are engaged— meaning those who are committed and connected in active relationships with teachers, other learners, the learning environment, learning interests and ideas, the curriculum, and learning goals, are more likely to enjoy and be in control of their own learning [student agency].
    [Show full text]
  • Young Voice, Big Impact Teach Young Children Essential Skills, Such As Asking Questions and Making Decisions
    Young Voice, Big Impact Teach young children essential skills, such as asking questions and making decisions. By Kristine Fox 28 Principal I November/December 2016 www.naesp.org FdPRIN_111216_28-31_FEAT_PreKReport.indd 28 10/14/16 1:17 PM tudent voice for age 3 through grade their overwhelmingly positive images of 2? Aren’t these the classrooms where learning and school. Students want their it’s challenging to fi nd a moment of voices heard through the questions they ask. silence? Walk into a kindergarten I K-2 students expressed an interest in being Sclassroom fi rst thing Monday morning and the listened to by teachers and peers, but they cacophony of noise fl owing out of the classroom weren’t sure why this mattered for learning. can be daunting even for a veteran educator. They just wanted to share more. Student voice, however, is distinct from merely I The younger students defi ned leadership talking (or shouting). It involves decision-making and decision-making as “following rules and and requires intentional teaching strategies and doing what you are told.” Accordingly, leaders opportunities to practice voice skills. In contrast, are peers who can follow directions given by talking can be blurted out, mindless, and a con- the teacher. “If you can’t follow directions, you stant interruption in the classroom. are not a leader.” The concept of voice was not As educators and researchers continue related to being a leader. to recognize the long-term impact of early childhood education and skill development, there remains a need to listen to the insights and experiences of those beginning their formal educational journeys.
    [Show full text]
  • The Transformative Power of the Arts in Closing the Achievement Gap
    California County Superintendents Educational Services Association The Transformative Power of the Arts in Closing the Achievement Gap Produced by: San Francisco Unified School District California County Superintendents Educational Services Association represents 58 county offices of education throughout the state of California. Knowing that the visual and performing arts contribute to effective schools, the California County Superintendents Educational Services Association, with generous support of the William and Flora Hewlett Foundation, launched a statewide initiative in early 2006 to advocate for and strengthen arts education in California public schools. CCSESA urges every school to weave dance, music, theatre, and visual arts into the fabric of the curriculum, providing all students with a comprehensive education, kindergarten through high school, aligned to the Visual and Performing Arts Framework for California Public Schools. CCSESA supports schools, districts, and communities in each of the state’s 58 counties through a fully equipped statewide network. CCSESA is working at the state, regional, and local levels to impact change in arts education. CCSESA Arts Initiative VISION AND CORE PRINCIPLES The visual and performing arts are an integral part of a comprehensive curriculum and are essential for learning in the 21st century. All California students from every culture, geographic region and socioeconomic level deserve quality arts learning in dance, music, theatre, and visual arts as part of the core curriculum. Rich and Affirming Learning Environments High-Quality Professional Preparation and Support Create a safe, affirming, and enriched environment for Provide coherent, comprehensive and ongoing visual and participatory and inclusive learning in and through the performing arts professional preparation and support pro- visual and performing arts for every group of students.
    [Show full text]
  • Challenging Dominant Epistemologies in Student Voice Discourses a THESIS SUBMITTED TO
    Where are the Students in Student Voice? Challenging Dominant Epistemologies in Student Voice Discourses A THESIS SUBMITTED TO THE FACULTY OF THE UNIVERSITY OF MINNESOTA BY Daniel P. Brogan IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS Nicola Alexander December 2020 © Daniel P. Brogan, The University of Minnesota, 2020 Acknowledgements I want to acknowledge my Mom and Gram for instilling the value of education and supporting my pursuits to engage in student voice. These two women inspired me to study education and truly see the transformative value education can have. I am forever grateful for the value of education being instilled into me. I want to acknowledge and express gratitude to Donna Taylor and Michael Seymour, who both provided me with the technical tools to be an agent of change within education. Additionally I want to thank my undergraduate professor and advisor, Dr. Mary-Beth Doyle from Saint Michael’s College for encouraging me to contribute to the field of student voice research. I also want to thank Professor James Nagle for inspiring me to pursue graduate school and to raise the bar for myself as a researcher. Thank you to Annie Jenkin, who has acted as a wonderful colleague, friend, and mentor for providing thoughtful feedback on my thesis. I also want to express my sincere gratitude for my Advisor, Dr. Nicola Alexander who has guided me and has helped me focus my research and to be more concise and articulate in my academic writing. I also want to thank my Thesis Panel. I acknowledge that the timing of reviewing a thesis during a global pandemic has to be particularly taxing, and I appreciate the diligence from Dr.
    [Show full text]
  • Student Voice Toolkit
    Student Voice Toolkit Riverview School District Student Voice This toolkit is to provide you with a set of tools that may lead and guide you on your journey to include Student Voice in your key leadership positions. Student voices are powerful tools and as leaders in the education system we have an opportunity to include their voices as often as possible. Student Representatives Riverview Student School Board Representatives http://rsd407.org/schoolboard/board-of-directors/student_reps/student_reps.aspx First Recruitment Selection Meeting Application Onboarding Interview Orientation Recruitment Riverview has two student representatives who serve two-year terms: A Junior and a Senior. Recruitment strategies for the Junior representative begin in the last month before school is out and include: ñ Senior representative talking about the program to others students. ñ Leadership team members talking to potential candidates. ñ Communications, such as morning announcements, newsletters, daily bulletin, website. Key Resources ñ Board Procedures and Policies – http://rsd407.org/schoolboard/board-of- directors/student_reps/student_reps.aspx ñ Policy - http://rsd407.org/schoolboard/policies/policies/1000/1200.pdf ñ Procedure - http://rsd407.org/schoolboard/policies/policies/1000/P1200-1.pdf Application Students are asked to complete an application process which includes letters of recommendations. Key Resource ñ Student Application Process - http://rsd407.org/schoolboard/board-of- directors/student_reps/student_reps.aspx The Instrument of Change (p. xiv). Student Voice Toolkit Interview Students attend a 30-minute interview with key leaders from the High School, the Superintendent, the current Student Representative and two members from the Board of Directors. The interview team uses a specific set of questions for each student.
    [Show full text]