THESIS
CALIFORNIA STATE UNIVERSITY SAN MARCOS
THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE
MASTER OF ARTS IN EDUCATIONAL ADMINISTRATION
TITLE: Student Voice and Choice: A Punk Rock Approach to Education
AUTHOR(S): Matthew Coit
DATE OF SUCCESSFUL DEFENSE: 08/04/2021
THE THESIS HAS BEEN ACCEPTED BY THE THESIS COMMITTEE IN
PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF ARTS IN EDUCATIONAL ADMINISTRATION
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airic guerrero Aug 6, 2021 COMMITTEE MEMBER SIGNATURE DATE
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Student Voice and Choice: A Punk Rock Approach to Education
Matt Coit
School of Education, California State University San Marcos
EDAD 698C Master’s Culminating Experience
Dr. Meyerott
August 4, 2021
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Abstract
Student disengagement has been a concern for educational researchers for decades.
Increasing student voice and choice has been shown to counteract many of the problems that lead
to student disengagement. While the abundance of student voice research is encouraging, the
research into the long-lasting impact of voice work is lacking. In order to assess the long term
impact of voice work, the researcher conducted a qualitative case study that assessed the long-
term impact of one student voice unit to answer the question: to what extent can one student voice project impact student beliefs and perceptions of education? To answer this question the researcher surveyed 29 ninth grade students who previously completed a student voice centered unit in their seventh grade language arts class. The survey was distributed via Google Forms and the researcher conducted two semi-structured interviews with student volunteers to gain a further understanding of the impact of the voice unit. Student responses were analyzed using holistic and in-vivo coding. The results of the survey indicate voice work may have the potential to positively impact student perceptions and beliefs about education in the long-term, as the majority of respondents indicated positive perceptions as a result of the student voice unit. In this way, voice work may encourage student engagement in the long-term due to its ability to build positive perceptions for students over time. The researcher concluded by increasing voice and choice for students educators, administrators, and policy makers can encourage long-term educational engagement for students. Voice and choice in education is a way to encourage democratic schooling and strengthen democratic ideals.
Keywords: voice and choice, student voice, democratic schooling, punk rock, project- based learning, token voice, student engagement, disengagement
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Acknowledgements
I would like to thank my amazing wife, Danielle, for all of her support and patience while I spent countless hours staring at my computer; my daughter, Penny, for using Barbies to distract me when I was stuck with my writing; and my family for letting me talk about educational theory and punk rock without getting, visibly, annoyed.
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Table of Contents
Abstract ...... 2 Acknowledgements ...... 3 Chapter 1: Definition of the Problem ...... 6 Purpose of Study ...... 7 Preview Literature ...... 8 Preview Methodology...... 9 Significance of Study...... 10 Conclusion ...... 10 Definitions ...... 11 Chapter 2: Literature Review ...... 12 Learning from the Punk Rock Research ...... 13 The Punk Rock Community as a Template for Student Voice...... 13 What is Student Voice ...... 16 Forms of student voice ...... 17 Critical Inquiry ...... 19 Project Based Learning ...... 20 Student Voice as a Tool for Engagement ...... 20 Pitfalls of student voice ...... 23 Conclusion ...... 24 Chapter 3 Methodology ...... 27 Design ...... 28 Participants ...... 28 Setting ...... 29 Instruments ...... 30 Procedures ...... 32 Analysis ...... 33 Conclusion ...... 33 Chapter Four: Data Analysis ...... 35 Data Presentation ...... 36 Data Analysis and Interpretation ...... 44 Conclusion ...... 52 5
Chapter Five: Conclusion ...... 53 Finding Summary ...... 54 Finding Interpretation ...... 55 Findings in Context ...... 57 Recommendations ...... 57 Limitations ...... 59 Conclusion and Future Direction ...... 60 Appendix ...... 62 Appendix 1 ...... 62 References ...... 63
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Chapter 1: Definition of the Problem
In 1976 the New York band the Ramones took the world by storm when they released
their self-titled first album. It was soon followed by British rockers The Sex Pistols’ God Save
the Queen in 1977. With that, punk rock was born, and the world has never been the same
(Youngs, 2002). Punk exploded onto the musical landscape, rocked the establishment to the core,
and spoke a message of hope to a generation of resentful, disaffected, and disengaged youth.
Punk was brash, angry, and different (Bernhard, 2019; Moran, 2010; Mattson, 2001).
As the 80’s began, fueled by driven and engaged youth, punk’s sound pushed to faster,
angrier, and more extreme depths. As such, the traditional music establishment effectively
shunned punk. Cutting punk musicians off from major record labels, venues, and audiences
(Mattson, 2001). Undeterred, the punk community embraced a “Do-it-Yourself” ethos. This
ethos was built upon the concept of recording your own music, creating your own record labels,
and booking your own tours (Moran, 2010).
Eventually, this DIY ethos and word of mouth resulted in punk rock becoming too big for
the major labels to ignore (Moran, 2010). By 1994, punk had become a dominant force in music and culture. This musical and cultural revolution is a testament to the power of the youth voice.
When the youth are engaged, driven, and empowered they can accomplish greatness (Mattson,
2001). Education can learn much from the punk movement.
Increasingly, students are disengaging with traditional schooling (Fullarton, 2002). There
are myriad reasons why this is, including feelings of alienation and disrespect, socioeconomic
status, and a lack of connection between school and the real world. If schools are going to
provide successful, engaging educational experiences for all learners, it is imperative they work 7
to engage these students (Cook-Sather, 2015; Bridgeland et al., 2010; Hancock & Zubrick, 2015;
Marks, 2000).
By valuing student voice and choice educators can send the message to students they are
valued and respected (Cook-Sather, 2006). Voice work has been shown to engage students who
are traditionally disengaged. Student voice can be implemented in large scale, across schools, or
in the small scale, within classrooms. Both forms of student voice help engage and support
student achievement (Fullarton, 2002; Marks, 2002; Smythe, 2006).
By looking to the punk movement of the 70’s and 80’s, education can examine the best
ways to engage students. The punk scene can serve as a lesson to educators about the power of
student engagement, and the impact of the youth voice. Imagine the changes students will make
if educators help them find their voice and work towards a cause. Voice work has the ability to
create real-world change and help develop Dewey’s (1903) ideal of democratic education which has been the goal of education for over a hundred years.
Purpose of Study
The research shows efforts to increase student voice and choice can negate many of the root causes of disengagement, and can encourage authentic student participation in education
(Baroutsis et al., 2016; Quinn & Owen, 2016). However, there is not an abundance of research examining the long-term effects of a student voice project.
This study will analyze the lasting impacts of voice work by focusing on high school students who completed a student voice project in the seventh grade and attempting to answer: to what extent can one student voice project impact student beliefs and perceptions of education?
The researcher’s goal is for this study to add to the existing body of research by evaluating the lasting effects of student voice work. 8
Preview Literature
In order to explore student voice, we will look at the body of research surrounding student voice and choice in education, and explore the related themes to voice work. Because efforts to increase student voice have been implemented in many different ways in vastly different contexts, it is important to start by including a brief history of voice work in education and a review of the basic terms and definitions which make up the study of student voice, as well as some of the popular forms of student voice.
Next, to understand the power of student voice, it is necessary to look at the problem of disengagement from school and the negative results stemming from it. Student voice efforts may offer a solution to the problem of student disengagement, student isolation, and oppressive, educational power structures (Fullarton, 2002). Therefore, student voice is a powerful force for educational reform. As such, it is important for educators, administrators, and youth activists to understand student voice.
Increasing student voice is a worthwhile and beneficial goal, but there are some pitfalls occurring with student voice efforts. Many educators struggle to adapt to the changes in power balances, and others are reluctant to engage in student voice work out of a fear of losing power in their schools (Mitra, 2009). Student voice projects can be harmful when implemented incorrectly, so educators need to be deliberate with how voice work is utilized in their schools and classrooms. When schools include student voice inauthentically, tokenistically, or as a way to simply appease students, it does more harm than good (Robinson & Taylor, 2013). Because of this, educators need to make efforts to increase student voice in authentic, meaningful ways
(Cook-Sather, 2006; Mitra, 2018; Quinn & Owen 2016). 9
The literature review section of this study will start by analyzing the punk rock
movement as a template for the power of student voice. It will then segue into student voice itself
by defining the term. Next it will focus on the varying forms of student voice including large
scale and small scale efforts. The literature review continues on to look at the power of student
voice to battle disengagement in education before analyzing some of the pitfalls in student voice
work.
Preview Methodology
The researcher will be conducting a qualitative case study of a bounded system. The
research will focus on a group of seventh grade students who completed a student voice project
in which they were assigned the task of analyzing their school and coming up with a plan to
improve the school for $500. The students spent time researching the school, their ideas, and the
various applicable laws. They then created an argument for how their idea would help the school.
In the end, all projects were funded, and the students completed the work. These students are
now in ninth grade, but many walk past the middle school where their work is still visible.
The researcher will utilize a questionnaire of 8 open-ended questions in order to capture the long-term perception of education for these students. The questionnaire will focus on their memories of the project, how they feel when they reflect on it, and whether it impacted their idea of what students can do.
The researcher will also use semi structured follow-up interviews with volunteer students in order to get a more nuanced understanding of the students' perceptions. These interviews will be structured around three main questions with the intention of analyzing the student’s perceptions of their voice, education, and their relationship with their education 10
Qualitative analysis was chosen for this study because it allows the researcher the ability
to provide “descriptions in thick, rich detail” (Mertler, 2019). Utilizing a qualitative case study
allows student opinions and feelings to be the focus of the study. Though a quantitative or mixed methods study was contemplated, since student voice work is centered around validating the opinions, feelings, and ideas of the students, it was ultimately decided the research can better
reflect their authentic voice in a qualitative manner.
Significance of Study
This study will help inform the body of research in how student voice can impact
engagement over time. Many voice projects focus on the immediate engagement and changes in
student perception, however, this project analyzes the long-term effects of the project which sets
it apart from other voice studies. This research may allow schools and districts to implement
voice work projects which can build on each other over time.
By understanding the lasting impact of voice work, teachers can create vertical teams
with their peers in upper and lower grades to ensure growth and engagement for long-term
success. It may also help educators determine what types of projects will help various learners
find success, and cannot just give educators a “tool in their toolbelt” but a new frame with which to view their pedagogy.
Conclusion
By analyzing to what extent can one student voice project impact student beliefs and perceptions of education, this qualitative case study will allow students the platform to describe just how impactful student voice work is in the long-term. There is a bevy of evidence
supporting the power of student voice work and supports the power of voice work to engage
students in education. However, a thorough examination of student perceptions will give a better 11
understanding of the long-lasting implications for this type of learning, and will add to the
existing body of research already supporting student voice and choice. Chapter two will begin by
analyzing the punk rock movement as a lesson in the power of the youth, or student, voice. It
will then provide a summary of the current body of research supporting student voice work.
Definitions
Student Voice: This is a term covering a wide range of practices, but is rooted in the concept of
students having opinions and beliefs regarding education, and they should be “afforded
opportunities to actively shape their education” (Cook-Sather, 2006).
Democratic Education: This concept was first popularized by John Dewey in his seminal work
Democracy and Education (2016). Democratic education strives to create democratic citizens by using education as a microcosm of society. In this way, educators must create conditions allowing students to practice the democratic principles.
Engagement/disengagement: Student engagement refers to a student’s participation and involvement in their education. This can be reflected by a spectrum of educational participation from classroom participation to participation in the student body/extra-curricular opportunities
(Finn, 1989).
Token/inauthentic voice: This term describes voice work which gives agency to students in appearance only. When educators seek out the point of view of students, but do not actively learn from it or allow their voices to guide the project/instruction (Mitra & Gross, 2009; Mitra 2018;
Robinson & Taylor, 2013)
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Chapter 2: Literature Review
Student voice and choice is an educational concept attempting to give students more
inclusion and autonomy in their learning. In its most basic form, voice and choice in education
refers to giving students the ability to choose what to learn and how to learn it. Voice work can
range from school-wide educational choice where students help build and shape the curriculum
and rules of a school (Baroutsis et al., 2016) to small project based learning units where students
choose how to demonstrate their learning (Sahin & Top, 2015). Proponents of voice and choice
laud its ability to solicit engagement in students, develop democratic-minded students, and
challenge the existing power structures at play in traditional education (Cook-Sather, 2006).
Voice and choice is important in schools because it leads to engagement, teaches students the tools necessary to become life-long learners, and promotes democratic education. Increasing student voice and choice in education leads to students feeling heard and respected which can lead to an increase in engagement for these students (Baroutsis et al., 2016).
To see the power of student, or youth, voice in action, one only needs to look to the punk rock movement of the late 70’s to today. The punk movement was built on the principle of DIY or do it yourself. This principle encourages punks to find creative ways to be heard outside of mainstream radio, music labels, and concert venues. By expressing their voice and promoting their own movement, punk rock became a dominant force in music and culture all because of their ability to find ways for their voice to be heard (Bernhard, 2019; Moran, 2010; Mattson,
2001).
This literature review was conducted to answer a question about student voice:
To what extent can one student voice project impact student beliefs and perceptions of education? 13
To answer this question, we will explore the collection of research on student voice and
choice in education. To start, the researcher will explore the punk rock movement of the 80’s and
90’s and analyze how this movement can be used as a template for educators on the power of the
youth voice. Next, this chapter will focus on defining student voice and characterizing various
efforts to improve student voice in education. Then, we will look at the problem of
disengagement in schools and how increasing student voice can increase engagement. Finally,
the researcher will assess some of the pitfalls and difficulties associated with student voice
efforts.
Learning from the Punk Rock Research
To start, we will direct our attention to an unlikely example of student, or youth, voice as
a powerful agent of change. The punk rock movement of the late 70’s and 80’s is a prime
example of what young people are capable of when they are able to be heard. Punk rock gave
voice to a generation of disaffected youth, and the results were a completely reshaped musical
and cultural landscape (Bernhard, 2019; Moran, 2010; Mattson, 2001). The effects of which are
still felt today. In this way, it is the perfect template for the effort of schools in their effort to
increase student voice and advocate for youth agency.
The Punk Rock Community as a Template for Student Voice
“And I still believe in the need, For guitars and drums and desperate poetry. And I still believe that everyone, Can find a song for every time they've lost and every time they've won.” Frank Turner “I Still Believe”
The punk rock movement of the late 1970’s and 80’s was born out of reaction to the commercialized, produced, popular music of the day. Punk sought to deconstruct the pop ascetic and reduce music to its most essential elements (Moore, 2007). This rebellion to the status quo 14
was formed around an ethic of DIY or Do it Yourself. This ethic called for punk bands,
magazines, record labels, and music stores to create their art without the support of the
mainstream corporate music establishment (Moran, 2010; O’Connor 2008).
Punk rock gave a voice to disenfranchised and marginalized youth who were otherwise
disengaged from society (Ardizzone, 2005; Moore, 2007). These voices were brash, and loud.
Screaming criticism of corporations, politicians, and mainstream society; punk meant
questioning the status quo and voicing your frustrations with it (Street et al., 2018). As such, it
was ignored by major record labels, venues, and media and thereby cut off from established
sources of income for musicians. To navigate this issue, punk rockers used their DIY ethics to create their own record labels, played shows in unorthodox locations, and started their own magazines or ‘zines (Mattson, 2001; Moore, 2007; Moran, 2010).
This DIY effort allowed unsigned, independent bands to tour nationally and internationally, something unimaginable just a few years before. Bands relied on word-of-mouth and good will to book shows, find lodging, and sell albums. Through this effort, punks were able to spread their voices to far-away places without the support of existing power structures. All while raging against those same power structures (Ardizzone, 2005; Moran, 2010).
The punk rock community used their voice to demand attention from the mainstream industry. Eventually the major labels, venues, and media were forced to accept and include punk bands and punk culture. This all came to a head in 1994 when the California punk band The
Offspring released their third album Smash on the independent punk label Epitaph Records. It went on to sell over 11 million copies which was a record at the time for an album by an independent label (Religion & Ruland, 2020; Schoemer & Chang 1995). This was the time when punk finally burst into the mainstream and demanded the attention of the dominant culture. 15
Punk is a perfect example of what engaged youth can do when they use their voice. The
DIY nature of punk allowed anyone in the community to have a voice, and it gave a role to each member (Bernhard, 2019). Simply buying a shirt or an album became a political statement. As such, punks engaged with the culture because they felt like they played an important part in the successes of their community. It is this community aspect which drove people to the culture
(Mattson, 2001). What appeared from the outside to be a chaotic and violent scene, was actually founded on support and friendship. To see this, one only needs to look to a mosh pit. What appears violent, dangerous, and chaotic from the outside is quite different from the pit. In the pit, everyone works together to ensure all are safe and protected. The perfect example of this is when someone falls in a pit, everyone works together to help them to their feet and make sure they are alright before continuing on (Tsitsos, 1999).
One example of the power of youth voice within the punk scene itself is the Riot Grrrl movement of the 1990’s. As a constantly changing and evolving youth movement, punk had started as a pro-feminist scene, but by the 1990’s it was predominately dominiated by white males. The Riot Grrrl movement sought to change the status quo by vocally supporting female bands and supporting musicians from traditionally marginalized groups. The Riot Grrrl movement shined a light on budding racist and misogynistic issues within the punk rock community. The movement grew by word of mouth, music, and handmade ‘zines. It was these
‘zines spreading the Riot Grrrl message both nationally and internationally which grew the movement. The women who were engaged with the movement saw the creation of these ‘zines as a political action spurring their message forward. The effects of the Riot Grrrl message are still being felt in the punk community today, and the Riot Grrrl movement remains a powerful 16
example of what the youth is capable of when they see inequality and decide to speak up about it
(Rosenberg & Garofalo, 1998; Schlit, 2004).
Ardizzone (2005) notes the youth voice is interested in change both politically and
socially. When the youth are empowered, when their voices are elevated, the youth have a
perspective worth sharing, and it is important for adults to listen to them (Grover, 2004; Mattson,
2001). This is especially true for our struggling youth, the disenfranchised, disengaged, and
marginalized youth, as they have a perspective often differing from those in power (Mitra, 2018).
When the youth are engaged, they are capable of changing the world. The problem, for
schools at least, is traditional education is not wholly effective for keeping students engaged
(Henry et al., 2012). Therefore, it is imperative for educators to understand the factors leading to
disengagement. Studies cite feelings of alienation, boredom, disrespect, a lack of connection
between school and the real world, the plethora of unchallenging work, and socioeconomic status
reasons for disengagement (Cook-Sather, 2015; Bridgeland et al., 2010; Hancock & Zubrick,
2015; Marks, 2000). To battle disengagement, educators can increase student voice and choice in
education, which promises to address all of these reasons for disengagement and more.
What is Student Voice
Traditionally schools were not places where children had much of a voice in how they
were operated. In 1989 the United Nations released the Convention on the Rights of a Child
which states a child is “Capable of forming his or her own views the right to express those views
freely in all matters affecting the child” (The United Nations article, 1989, p. 12.1). Educational
researchers have since studied the effects of increasing student voice in schools (Noyes, 2005).
Over the years, student voice appears frequently as a focus of both educational research and real- world schooling. 17
Stemming from the Convention on the Rights of a Child, many European countries
include mandates for student voice in their educational policies. This has led to increases in the roles of students in regards to curriculum development, policy implementation, and even teacher professional development. Notably, the United States has not ratified the Conventions on the
Rights of a Child, and does not, as of yet, have any national mandates for student voice, as such,
much of the research on student voice is centered in European countries (Mitra, 2018; Robinson
& Taylor, 2013).
Efforts to increase student voice appear in different forms, from the macro, whole school
student voice, to the micro, single classroom unit voice. It is also referred to by many names
including pedagogic voice, democratic schooling, democratic learning, youth participatory action
research (YPAR), student agency, and freedom-based education. These different variations are
all derived from the same concept: students should be allowed the opportunity to collaborate
with adults, and to give their input and ideas about their education in authentic ways (Baroutsis
et al., 2016; Cook-Sather, 2006; Morrison, 2008; Mitra, 2018). Voice work allows students to challenge the traditional teacher-led educational system, and construct an educational environment prioritizing student-driven learning and freedom-based practices (Gunter &
Thomson, 2007; Morrison, 2008).
Forms of student voice
On the macro end of the student voice and choice spectrum, students are included in the
formation of rules and procedures in the school. In some cases students work as researchers to
examine aspects of the school and work to find ways to improve the school. Students’
perspectives are valued and sought out by the school administration (Gunter & Thomson, 2007;
Noyes, 2005; Quinn & Owen, 2016). Proponents of this type of voice work point to its power to 18 alter entrenched power structures in the schools, give voice to traditionally marginalized students, and re-engage students who have become disengaged with schooling.
These school-wide voice initiatives are not common, but have appeared in certain schools throughout the world. Baroutsis et al. (2016) write about a continuation school allowing students to select the subjects they want to learn about each day. Teachers give a pitch for their class at the start of the day, and students select the one of interest to them. School administrators let the students help build educational units as well, including a dance unit and a street art unit.
Quinn and Owens (2016) write about an Australian primary school embracing student voice. At the school, time is set aside daily for student centered learning where students pursue topics of interest to them. Teachers have conversations with students daily about their work, and there is emphasis placed on authenticity in the conversations. The school utilizes a student leadership group as well. This leadership group helps make decisions about the daily running of the school and solicits student input to guide their decisions.
On the micro end of the spectrum is voice work concerning curricular and classroom- based matters and is often less concerned with the daily operations of the school or the implementation of rules. Students are afforded opportunities to choose and build curriculum and learning opportunities in their classes. (Baroutsis et al., 2016). Morrison (2008) refers to this as
“within-class democracy.” In this level of voice work, students are given the ability to be heard and make choices which best reflect their personal learning styles.
Youth Participatory Action Research (YPAR)
Youth participatory action research (YPAR) is a type of student voice project which empowers students to identify, research, and act on social issues by partnering students and adults (Anyon et al., 2018; Foster-Fishman et al., 2010). YPAR projects give students voice and 19 agency in analyzing their world to find patterns of oppression and inequality. As such, YPAR projects are often rooted in social justice and can be considered controversial when conducted in the classroom (Mitra, 2018).
Anyon et al. (2018) notes YPAR projects can develop skills and abilities which lead to long-term agency and empowerment. These include leadership skills, civic engagement, and social emotional development. Interestingly, the civic engagement skills are particularly effective for students of color and other marginalized student groups.
YPAR projects allow students to analyze and transform their environments and gives students a voice in the dialogue for change. Research shows students are willing and able to work with adults to make their voices heard and to foster improvements within their communities (Foster-Fishman et al., 2010). YPAR projects allow students to engage with their education as they work to understand and change the systems of oppression they experience on a daily basis (Cammarota & Fine, 2008).
Critical Inquiry
Mitra and Serriere (2012) view critical inquiry as a form of YPAR geared towards younger students. In this form of student voice project, students are taught to ask questions, gather data, and act/reflect on the results. Critical inquiry projects often promote civic engagement as well as critical thinking skills. Critical Inquiry projects can often lead to school changes. Mitra (2018) describes a third grade project which asked why the staff room did not have a composting option for their food waste and why there were no recycle bins in their classrooms. The students started by questioning why this was, they researched the problem, and finally, they led school-wide initiatives increasing the composting and recycling efforts of their school. 20
Project Based Learning
Another version of classroom-based voice work is Project Based Learning units. In these
units students learn the academic content through completing projects. These projects are often
tied to the curriculum and involve multiple assessments, so students can check their learning
throughout the process. Effective Project Based Learning will use authentic, meaningful
problems and elicit student voice and choice in the process and resulting product (Larmer &
Mergendoller, 2010; Markham, 2011).
Project based learning, when successful, puts students in the driver seat of their
education. Students work to gain the knowledge and skills necessary to solve problems. They
have to think critically and engage in dialogue. Project Based Learning is iterative in nature, so
students may not be successful at first, but feedback is provided and revision is encouraged. This
allows student learning to model the real world. Project Based Learning focuses on the students, and it is their voices and their choices which create the learning (Markham, 2011)
Project Based Learning and voice work in general has the potential to inspire passion and engagement in students who would otherwise be disinterested in the subject. This engagement can lead to the development of democratic practices and problem solving skills; it gives marginalized students a voice; and it can create positive educational environments where students feel safe and respected (Ball, 2011; Morrison, 2008; Smyth, 2006)
Student Voice as a Tool for Engagement
Student disengagement in schools is a major concern for researchers because studies show disengagement can cause students to follow negative life paths, including becoming low- achievers, dropping out of school, experiencing unemployment, and relying on government assistance (Fullarton, 2002). Moreover, students who become disengaged in their education are 21
more likely to use drugs and commit crimes. Making sure these students stay engaged with their
education can ameliorate many of the negative life paths disengagement can cause (Henry et al.,
2012).
Many studies have been conducted to locate the causes of academic disengagement, and
the results are varied and complex. Students disengage with school because they feel alienated
from their school and their peers. Also, boredom, the inability to see the connection between
school and the real-world, and the abundance of low-level work, as opposed to authentic classroom work lead to disengagement. Respect and feelings of disrespect by staff and teachers are a factor in disengagement. Furthermore, socioeconomic status can play a large part in determining engagement, as students from low socioeconomic backgrounds are more likely to miss school, leave school early more often, and start school developmentally behind their more affluent peers (Cook-Sather, 2015; Bridgeland et al., 2010; Hancock & Zubrick, 2015; Marks,
2000).
In order for students to receive the full educational and social benefits of school, they need to be engaged learners (Fredricks et al., 2004), so it becomes imperative for schools to find ways to combat student disengagement and the negative results stemming from it. Research shows efforts to increase student voice in schools can deeply engage students in their learning
(Baroutsis et al., 2016; Quinn & Owen, 2016).
By increasing student voice, schools signal to students they are valued and accepted, and when students feel valued, they are more likely to engage in school (Baroutsis et al., 2016; Cook-
Sather, 2006). Fullarton (2002) shows students’ perception of the school climate is a strong indicator for student engagement. If students had positive perceptions of the school climate and felt they were included in it, they were more likely to be engaged academically. 22
Teachers can positively affect engagement within their own classrooms. Studies show
students are more likely to be disengaged in teacher-centred classrooms where students are passive learners (Marks, 2000). Instead, students are more likely to be engaged in classrooms where they are doing what they perceive as authentic work relating to their lives and are active participants in their own learning (Marks, 2002; Smythe, 2006). Project Based learning units give students the opportunity to do authentic work which builds content knowledge, solves problems, and develops real-world skills applicable to students’ lives outside of school (Duke et al., 2021).
Cook-Sather (2015) states by ensuring students have voice and agency in their schooling,
schools are giving them the respect they deserve. Studies show when students feel respected they
are less likely to disengage from their learning. Moreover, the students are aware of the power-
dynamics within schools. To require respect without first providing it simply reminds students of
their lack of power and increases feelings of disrespect. Therefore, it is important for teachers to
model the behavior they want to receive from the students.
Voice work can also support students from low socioeconomic backgrounds. Students
from low-SES backgrounds tend to have a lack of educational opportunities at home and this
does not allow for learning opportunities to continue after school in the same way more affluent
students are provided (Dolean et al., 2019). To add on to this, students from low-SES backgrounds are exposed to fewer, and more inferior, print sources, opportunities to read, and fewer opportunities to write for diverse audiences (Duke, 2000). However, voice work through project based learning gives students from low socioeconomic backgrounds the opportunity to engage with diverse texts, practice higher level academic skills, and share their work with diverse audiences in authentic situations (Duke et al., 2021). 23
Lastly, students who feel respected are more likely to engage with school than those who feel disrespected by their teachers and peers. Many students who have disengaged in school report they did not feel they were respected. When schools value student voices, they are showing students they are respected. Voice work is a means for respect because it puts a value on dialogue and cooperation. By valuing dialogue and cooperation among staff and students, schools are respecting the views of students, and this respect leads to more engaged students
(Bridgeland et al., 2010; Cook-Sather, 2006; Baroutsis et al., 2016).
Pitfalls of student voice
Educators can struggle to adapt to increased student voice and agency, as the power structures at play in school don’t easily lend themselves to this type of learning. Sometimes, educators hold onto the hierarchical power, while other times, they give up too much of their authority and keep out of the way of the students. Neither form of management is conducive to a true dialogic student voice effort (Mitra et al., 2012).
Oftentimes, student voice efforts are included as an inauthentic, surface-level opportunity. Even when educators are trying to expand student voice, it is easy for them to fall into the traditional role as the leader. This token inclusion of student voice in the process gives the illusion of student input without any of the risks stemming from increasing student agency
(Mitra & Gross, 2009; Mitra 2018; Robinson & Taylor, 2013). This type of token student voice is actually more harmful than good. When students are given the opportunity to be heard, but their voice is not included in the resulting process, it can actually lead to increased alienation, disengagement, and feelings of disrespect (Fielding, 2004; Mitra 2009).
One of the promises of student voice projects is the ability to be transformative to the existing educational power structures (Quinn & Owens, 2016; Mitra, 2018). Students typically 24
are not allowed agency in their education, and the power resides with the adults in school.
Students are made to follow rules created by these adults, study curriculum developed by these
adults, and follow orders from these adults (Mitra, 2009). By increasing student voice, schools
share the power with students which is historically held by adults. However, even the most well- meaning of voice work can be problematic and feel inauthentic when voice is not seen as a right of the students, rather, students are “gifted” the power of voice and agency by adults. This can lead to increased feelings of alienation and disengagement in the process (Robinson & Taylor,
2013).
Fielding (2004) points out another tokenistic aspect of voice work. Voice work which includes students at the end of the process in order to get their approval. This type of inauthentic voice work is not likely to be felt as authentic by the students. Just the same, voice work which is student centered, but includes teachers or other stakeholders at the end of the project are equally unlikely to be successful. Fielding argues the most authentic and effective forms of voice work are dialogic in nature and involve collaboration between stakeholders. Effective voice projects will include key stakeholders from the beginning to the end of the process.
Likewise, the process must include dialogue and collaboration between the groups. In this way, everyone is included in the process and all stakeholders have an opportunity to have their voices heard. To see an example of how effective student voice can be, one just needs to look to the punk rock community, and the rise of punk from an underground youth music to a cultural, musical, and political juggernaut.
Conclusion
Student voice and choice in education offers our students a way forward. They become empowered, socially-conscious citizens. By increasing voice work, we are soliciting the opinions 25
and ideas of those most affected by the decisions, and we are empowering our most marginalized
and disenfranchised students.
Returning to the guiding question reveals the true power of voice work in schools and
offers us a template for how effective it can be. To what extent can one student voice project
impact student beliefs and perceptions of education?
Student voice and choice can improve the beliefs and achievements of students. Often,
modern schools are not readily designed to engage young people. With scripted curriculum,
high-stake testing, and institutionalized power imbalances (Cook-Sather, 2015; Moon et al.,
2007). However, voice and choice allow us to live up to Dewey’s ideal of democratic education,
by not only allowing schools to re-engage their students, but to give their authentic voice and
choice in their own education.
Student voice and choice offers schools the opportunity to show students their viewpoints
are respected and honored. Students have a place at the table. By not only asking for their
opinions, but their advice as well, we are making sure they have a true investment in their
education (Cook-sather, 2006). We must make sure our voice efforts are genuine and authentic, or we risk causing more harm to our students. In the end our efforts will create transformative democratic based schools, and will give our students a chance to succeed.
In the long-term, voice and choice positively affects students as they move into
adulthood. Simply, by reengaging students, they are less likely to travel a negative life path
including drug use, joblessness, and government assistance. Moreover, through voice work
projects students develop the skills and habits necessary to be engaged, productive citizens which
is the goal of democratic education. 26
The punk rock movement serves as a template for what educators should strive for in
regards to student voice. Starting as a collection of disenfranchised youth and growing into one
of the most dominant cultural forces in modern society, the punk rock movement is a testament
to the transformative power of youth voice. When the youth are engaged, they can achieve
greatness, create culture, protest inequities, and change the world. However, when the youth are
disengaged, they follow a path which sets them up for failure.
The next chapter will describe the methodology of the research into the lasting impact
that voice work has on our students and the potential benefits of this type of work. Morrison
(2008) points out America is not yet a true democracy, and there is little hope it will ever truly
become one, but it doesn’t mean we shouldn’t strive for it. We owe it to our students and our
future to ensure our youth are democratic-minded, empowered, engaged citizens. Democratic education creates democratic citizens. By increasing student voice and choice in education schools are taking one step closer to achieving our ideal.
27
Chapter 3 Methodology
Despite the efforts and concerns of educators, students continue to disengage with school for a myriad of reasons. This disengagement is particularly concerning because disengaged students are more likely to experience a number of negative life paths (Bridgeland et al., 2010;
Cook-Sather, 2015; Hancock & Zubrick, 2015; Marks, 2000). Educators have searched for a solution to disengagement, and increasing student voice has been shown to be an effective way to engage students in their education (Henry et al., 2012). Increasing student voice in authentic ways have been shown to make students feel more respected, become more involved, and see the connection between school and their life in meaningful ways (Baroutsis et al., 2016; Quinn &
Owen, 2016).
Multiple studies have shown the power of student voice efforts on the short-term engagement of students (Baroutsis et al., 2016; Bridgeland et al., 2010; Cook-Sather, 2006)
However, the literature is lacking in research on the long-term effects of voice and choice efforts on the educational views of students. Therefore, the researcher conducted this study in order to answer the question: To what extent can one student voice project impact student beliefs and perceptions of education?
To answer the question the researcher utilized a qualitative case study of a bounded system. The researcher conducted surveys and interviews with ninth grade students from a
Northern California High School (NCHS). These students completed a school beautification project when they were in the seventh grade. The researcher sought to analyze how the student voice project impacted their perceptions of education. This chapter will review the design of the methodology including why the methodology is appropriate for the research question; an analysis of the participants of the study; the setting in which the research took place will be 28
described; the instruments used to collect the data; the procedures the researcher followed; the
method of analysis of the data, including the “lens” the researcher used to analyze the research;
followed by a conclusion to review the study and research question before transitioning to
chapter four.
Design
In an effort to honor and value the voice of the students who participated in the study, the researcher employed a qualitative case study utilizing a questionnaire and follow-up interviews
with volunteer participants. A qualitative methodology was selected because qualitative research
emphasizes the experience and perspectives of the participants (Mertler, 2019). In this way the
design of the study reflected the value inherent in student voice and the belief students are
“capable of forming his or her own views the right to express those views freely in all matters
affecting the child” (The United Nations article, 1989, p. 12.1).
The utilization of a case study allowed the researcher to direct the focus of the study on a
singular group who completed a particular project, with the goal of understanding the impact of
voice work on the group and leading to potential improvements in educational practice (Mertler,
2019). In this way, the qualitative case study is an appropriate choice for this study in so far as it
honors and values student voice and experience while examining the long-term perceptions of
the participants.
Participants
This study involved the participation of 30 ninth grade students. These students ranged in
age from 14-16 years old. All students attended the same Northern California High School and
were previously students of the same seventh grade language arts class. The students completed
a school beautification project utilizing student voice and choice wherein they explored the 29
school campus, researched, and developed a plan for how to improve the campus for $500. All
students had their project funded and completed the work at the end of the unit. According to
Dodgson (2017), it is important for the researcher to note factors which may have a bearing on
the research. The researchers notes the students were previously in the researcher’s seventh grade
language arts classroom and the researcher is now employed at NCHS where these students
attend classes.
The students included in the survey were between the ages of 14 and 16 years old. 51% of students were female and 49% male. 57.9% of the students were socioeconomically disadvantaged while 3.6% were classified as English Learners. 14% of the students were
diagnosed with a learning disability and 4.1% were classified as homeless. The group was
predominantly white at 65.2%, 26.7% Latino(a), 5.9% 2 or more races, and 2.2 % other races.
As a bounded system, the students were selected from their prior experience in their
seventh grade language arts class, and their current enrollment at the lone high school in the
same school district (Mertler, 2019). Students were contacted by their current ninth grade
teachers, and the survey was distributed via Google Classroom. Prior to receiving the survey, an
information sheet was distributed physically and by email to the student in which the process
was described and it was made clear students did not have to complete the survey, and they were
able to stop the survey at any time or skip any questions they did not feel comfortable answering.
Setting
This study was conducted at a comprehensive high school in Northern California which
will be referred to henceforth by the pseudonym Northern California High School (NCHS). The
middle school these students attended previously will use the pseudonym Northern California 30
Middle School (NCMS). The study took place almost exactly two years after the first students completed the school beautification project.
NCHS serves students between the grades 9 and 12. It is located in a rural town marked by poverty. The town was the victim of a fire in recent years, and many students were directly affected by the destruction of the fire. Moreover, the demographics of the school and community have shifted due to the influx of families moving from bigger cities to the rural town. This has led to a rapidly changing community as long-time residents are now being replaced by new community members.
NCHS is comprised of 499 students. 51.1% of which are classified as socioeconomically disadvantaged, 2.2% of which are considered homeless. 13.6% of the students have been diagnosed with a learning disability and 3.8% are English learners. The school is 68.1% white,
24.2% Latino(a), 3.4% two or more races, and 4.3% other races.
This school district was an ideal setting to conduct this study because there is only one middle school and one high school in the district. This allows student cohorts to be easily followed, and makes it a fitting setting to conduct a case study. Moreover, NCMS only had one seventh grade language arts teacher, so all seventh grade students were involved in the school beautification project. Lastly, NCHS and NCMS are on the same campus. This may impact the finding because the students are able to see the projects they completed on a daily basis.
Instruments
The researcher used Google Forms to distribute a survey to students. The survey consisted of nine questions, and the results were anonymous. The first two questions were designed to probe the perceptions of students in regards to their middle school experience. For example: When reflecting about your middle school lessons, do you feel like you were able to 31 voice your ideas/opinions about topics in class? Please describe your answer. The next four questions were designed to direct the students’ attention to the school beautification project specifically. For example: Did completing the project and seeing your work reflected in the school change your outlook on what students can do? The next two questions gave students the opportunity to describe and analyze their continuing perceptions of this project and education.
For example: Have you had any other classes in elementary, middle, or high school that have given you similar opportunities? If so, please describe them.. The last question was an opportunity to sign up for an optional follow-up interview. Students were advised signing up for the interview would result in their answers no longer remaining anonymous. The survey is an ideal tool for this case study because it allows the researcher to capture student perceptions at this point in time (Mertler, 2019).
The optional, semi-structured interviews allowed the researcher the flexibility to probe deeper with follow-up questions to the participants (Mertler, 2019). The follow-up interviews employed three overarching questions, including
• What areas of life do you feel your voice and opinions carry the most weight?
• What is the role of education in your life?
• In an ideal world, and with your personal learning style in mind, what would school look
like to you? Think about all aspects of school classes, classroom experiences, school
culture, etc.
The participants were interviewed individually and their responses helped the researcher gather more narrative data to guide the analysis (Mertler, 2019). 32
Procedures
The researcher began by contacting NCHS and gaining permission to conduct the
research using students of the high school. The researcher next contacted the various ninth grade
teachers to organize sending the information sheet out to all ninth grade students who
participated in the school beautification project in the seventh grade. Following the information
sheet, the questionnaire was distributed to the students via Google Classroom and school email.
The reason Google Classroom and school email was utilized is because the school was employing a hybrid model of education at the time due to the COVID pandemic, and a majority of classes were computer based due to the many students on distance learning.
The next step was in contacting the two students who used the last question on the
questionnaire to volunteer for an interview. These students were given the option of in-person
interviews or interviews via Google Meet depending on their personal preference with the
COVID pandemic affecting many behaviors. The follow up interviews were semi-structured and
allowed the researcher to develop a fuller narrative of the student perceptions (Mertler, 2019).
The researcher then analyzed and coded the data using an inductive analysis which
allowed him to narrow the data down to patterns and themes (Mertler, 2019). Multiple rounds of
coding were employed. They will be discussed further in the following section.
The researcher understands his positionality as a former teacher of and a current Dean of
Students of the participants may affect the quality of the responses from the students. However,
every effort was made to communicate the anonymity of the survey, and provide comfort to
those students electing to participate in the interview process. 33
Analysis
The first round of coding employed holistic coding which allowed the researcher to generalize responses from participants into patterns and themes (Mertler, 2019). This round of coding proved a starting point for the researcher. The next round of coding utilized in vivo analysis. This form of analysis is ideal for the study because it values the voice of the respondents which reinforces the heart of the study (Manning, 2017).
This analysis used the lens of cultural proficiency to approach analysis of the data. The lens of cultural proficiency is rooted in the idea of providing for the needs of all students, specifically students from marginalized populations. Culturally proficiency places emphasis on all students succeeding regardless of cultural background (Lindsey & Lindsey, 2016). This was an ideal lens to view this study through, and resulted in reliable findings because student voice is rooted in the concept of all students having something to say, and when we honor their voice, we are allowing the student to engage with their education in meaningful ways (Cook-Sather, 2015).
Therefore, the resulting findings will allow educators to understand the impact of voice work on all students regardless of culture.
Conclusion
The researcher conducted a qualitative case study of a group of 30 ninth grade students who are all enrolled at NCHS and previously attended NCMS. Previously, these students completed a student voice project, and the researcher sought to answer the question, to what extent can one student voice project impact student beliefs and perceptions of education?
The researcher gathered data via questionnaire and interviews and employed holistic and in vivo coding in order to sort student responses into meaningful analysis validating and honoring the response and voice of the student participants. This allowed for student voice to 34 drive the analysis of the data. In the following chapter, the researcher will describe the resulting analysis and interpretation of the collected data which will demonstrate both the potential of voice work to create long-lasting, positive memories of school, and the possible limitations of voice work as a definitive impact on long-term academic success.
35
Chapter Four: Data Analysis
When the youth are engaged, they are capable of greatness. One only needs to look to the punk rock movement for proof of this. Driven by highly engaged youths, an unmarketable and fringe music and fashion movement was transformed into the dominant force in music and culture within a decade (Bernhard, 2019; Moran, 2010; Mattson, 2001). Clearly, our youth are capable of changing the world, and educators owe it to them to make sure they are given every opportunity to achieve greatness. In order to give students this chance, educators must ensure students stay engaged in their education and maintain positive perceptions of education.
This issue then, is battling negative educational beliefs which leads to disengagement in schools. Students become disengaged for a variety of reasons. The research shows increasing student voice and choice in education has been shown to increase engagement in schools
(Baroutsis et al., 2016; Quinn & Owen, 2016). Unfortunately, the literature is not clear about the long-term efficacy of student voice and choice in education. Therefore this qualitative case-study was conducted to answer the question: to what extent can one student voice project impact student beliefs and perceptions of education?
This case study involved a survey sent to high school freshmen who completed a project involving student voice and choice while they were in seventh grade. The researcher then completed two semi-structured interviews with a male and a female respondent. This data was then coded using holistic and in-vivo coding, separated into themes, and analyzed using a cultural proficiency lens. Special attention was paid to presenting respondents’ actual language to ensure their voices were accurately portrayed, respected, and honored. In this way, the researcher hoped to demonstrate the value of voice work in educational contexts. 36
The data presentation revealed the results from the surveys and interviews. The data was
then analyzed and interpreted to show the efficacy of the project for creating positive perceptions
and beliefs about education among students who are actively engaged in school and students who
are showing signs of disengagement. The conclusion reveals the need for further research on this
topic to determine how effective voice work is at changing student perceptions in various
educational contexts.
Data Presentation
The data collection took place at Northern California High School. A Google Form
survey was sent out to 95 ninth grade students of which 29 responded. This resulted in a response
rate of 30.5%. The researcher also conducted two semi-structured interviews with student volunteers. The coding results from the survey and interviews are presented within this chapter.
Students were asked about their most memorable classroom experiences in middle school. Of the
29 responses, 28 students referenced specific units from middle school. Figure 1 below shows the breakdown of the units referenced with 10 students referencing the School Beautification
Project from their seventh grade language arts class, 12 referencing the Roller Coaster Project from their eighth grade science class, and six students referenced units other than those two.
Figure 1
Memorable Middle School Units
14 12 10 8 6 4 2 0 Frequency of of Responses Frequency School Beautification Roller Coaster All other Units Memorable Unit
37
Both the Roller Coaster Project and School Beautification Project employed student voice as the foundation of the project. The majority of students reported these were the most memorable units for them in middle school. In another question, students were asked about their feelings about the School Beautification Project specifically.
Figure 2 represents the responses of the students. Of the 29 responses, 28 of the students responded with language which could be coded as positive, neutral, or negative. Later charts will denote the specific language the students used in their responses, however, Figure 2 shows the core feelings of the student surrounding this student voice unit.
Figure 2
Feelings Towards School Beautification Project
25
20
15
10 Frequency of of Responses Frequency 5
0 Positive Neutral Negative Feelings Towards Project
Another question which analyzed lasting student perceptions of the School Beautification
Unit is described in Figure 3. This chart denotes the responses of students when they were asked about whether the School Beautification Project changed their outlook on what students could do/accomplish in school. The majority of respondents, 17, responded positively with other 38 respondents seeing less effect in their perceptions. Notably, three respondents replied their project was never completed or displayed, and therefore the project did not change their perception.
Figure 3
Perception of Student Efficacy
Yes Somewhat No-Never Hung/completed No
Next, the researcher attempted to assess the lasting educational impact of this unit. This unit, at its core, was an argumentative presentation. The students were to create an argument for how their idea would improve the school. The core educational outcomes for the unit were students' understanding of how to organize an argument containing a counter argument and rebuttal. The Google Form solicited responses from the students for the question: what was the lesson the teacher was trying to teach you(with the school beautification project)? Of the 29 responses, no students responded with an educational lesson, however, all 29 students created life lessons for the project. 39
Most of these life lessons either focused on the capacity of students to better their educational environments or the importance of helping their community/making a difference in their community. These results are represented with Table 1 below.
Table 1
What was the Lesson of the Project?
Frequency of What was the lesson? Responses
School beautification/ bettering school 7
Encourage Kindness and positivity 2
No Answer 3
Helping the Community/ making a difference 7
To know how to fix things/ the value of things 3
Teamwork 4
The value of time 1
Clean environments help productivity 1
The Value of Hard work 1
Table 2 combines the answers to three of the survey questions to give a full picture of
student voice, student perceptions on voice projects, and the long-term effects of voice projects
on learning. Students' responses to their perceptions of their voice were coded using holistic
coding. Next these responses were compared to their feelings towards the School Beautification
Project. Finally these responses were broken down into the student responses of the effects of 40 this project on their learning. In this way, student voice can be analyzed alongside student feelings towards voice work, and the effects of voice work on their learning.
Table 2
Student Voice, Voice work, and Long-Term Effects
Do you feel you Feelings towards What effect did were able to voice Frequency the school Frequency this project Frequency your opinions in of Responses beautification of Responses have on your of Responses middle school? project learning Noticeable effect 9 Positive 16 Some effect 5 No effect 1 Noticeable effect N/A Agree 18 Neutral 2 Some effect 1 No effect 1 Noticeable effect N/A Negative N/A Some effect N/A No effect N/A Noticeable effect 4 Positive 4 Some effect N/A No effect N/A Noticeable effect N/A Neutral 5 Neutral 1 Some effect N/A No effect 1 Noticeable effect N/A Negative N/A Some effect N/A No effect N/A Noticeable effect 1 Positive 4 Some effect 1 No effect 2 Noticeable effect N/A Disagree 6 Neutral 1 Some effect N/A No effect 1 Noticeable effect N/A Negative 1 Some effect N/A No effect 1
In order to fully understand the impacts of this voice project it is important to look at the actual responses of the students, as their voices truly paint the picture of the power of voice work. Below are three example students and their responses in regards to voice and the School 41
Beautification Project. These three students were selected because they are representations of common responses from students at the three different voice tiers. The first student reported high levels of student voice in middle school, and their responses are represented in Table 3 below.
These responses were entered the way the student submitted them and include all spelling and grammar errors.
Table 3
Example Student 1
Example Student- high Responses student voice In class we were given multiple chances to raise our hands to On Voice give out our ideas about specific subjects and agreeing on what works best with that subject.
Memories of School I remember repainting the basketball hoops to a turquoise blue Beautification Project so it represents our school colors
On the lesson the teacher He believe he was trying to us how work together o subjects was trying to teach that you don't normally work with
I did very much enjoy the project. Being able to spend an On their likes/dislikes of entire hour working on our school to help improve on it was the project one of the best ideas he has created for us to help with.
On how the project shifted By completing the project it helped improve the way the their view of student students acted around other students and teachers throughout efficacy the middle school years.
I believe it helped improve my skills of drawing and painting, On the long term effects of it even helped improve on my social skills with others that I the project don't normally hang around with.
The next chart, Table 4, shows the responses from a student who was coded as neutral when reporting on their voice in middle school, as they did not feel like they were heard as much due to shyness. Their responses are typical of students reporting neutral feelings towards student voice in school. 42
Table 4
Example Student 2
Example Student- neutral Responses student voice I mean yes but I was (and still am) super shy. So I feel like On Voice maybe have a Google Form for students to fill out so you can't see who wrote it.
Memories of School It was super fun. We redid the basketball courts, poles, Beautification Project benches, made murals. Cleaned up areas, put more plants in.
On the lesson the teacher was To always care about your surroundings trying to teach
On their likes/dislikes of the I liked all of it. I wished there was more to do. project On how the project shifted Yes it did. their view of student efficacy On the long term effects of To always care about your surroundings and to clean it up the project for others and yourselve.
The final chart in this series, Table 5, reflects the responses of a student reporting low student voice in middle school. They reported they felt teachers moved too fast and did not allow for input. This particular student participated in a follow up interview as well, so additional responses are included to add context.
Table 5
Example Student 3
Example Student- Low Responses student voice No I always felt like teachers were moving to fast and blowing by the On Voice subject I remember pulling dead weeds/plants out of the flower out side Mr. Memories of School Coit's class and then planting new lowers, alng with the help Mrs. Beautification Project Brown 43
On the lesson the I think the lesson teacher was trying to teach me was to value your time teacher was trying to while you have it and not take it for grated. teach
On their likes/dislikes I liked the project because we got to get out of class and do something of the project that we don't get to do everyday. No, it didn't, because I don't see the middle school campus very often I On how the project do no see that work reflected onto the high school campus. I still see a shifted their view of students' ability the same, although, I am proud of the work and would student efficacy do it again.
I do not think my learning was afected by the school beautification On the long term effects project but I can see why it can for many students, learning how to use of the project tools and plant plants. on contexts where In certain classes like PE or sports where there are a lot of social they're heard conection. It's a good way to get your voice out. Social conections make you feel more comforatble and maybe you know On why they're heard more about the subject. Outside of school I'm heard even better because in these contexts you have to make sure you're being appropriate in classes. On where they're not Spanish class because I don't understand it. I feel lost. heard On their ideal In math, a lot of it is on board and we take notes. Once it's written down educational it's easier for me to understand. I would like school with more notes. environment
Using in-vivo coding to assess the language of the respondents revealed significant effects which were a result of the School Beautification Project. These changes ranged in power and significance, but were reported on by multiple respondents. Table 6 below shows the frequency counts of these various statements.
Table 6
Evaluative Statements- Effects of Project
Effects of voice project- Frequency Survey/interview Example Quote Evaluative Statements Count 44
These social connections in school help me Improved Relationships 5 be heard even more.
I was really proud of our work, like, "I did Pride in accomplishments 5 that!
It helped us see that change is possible and Power of change 7 our opinions matter
Enjoyable work/positive I really enjoyed this project 15 memories
Changed worldview It helped us students view things differently 4
Changed environment I felt better in class/school 3
It made us able to voice our opinions on Empowered Students 5 what needed to be done at our school
Only six students reported reasons why they did not like the project. All but two of these responses were written alongside reasons the respondent enjoyed the project. As a result of providing both positive and negative aspects of the project, four respondents were coded as neutral in their responses. Two were coded as negative because they did not report any positive aspects of the project. In-vivo coding revealed two students reported the groups could be too controlling, one student noted they could not do everything they wanted due to the financial constraints, one student disliked how they could not use the basketball courts while they were being worked on, and two students noted they did not like anything about the project.
Data Analysis and Interpretation
Student Survey Results were combined with two student interviews. This provided considerable qualitative data surrounding student voice. By using the student’s own words and 45
writings, the researcher assessed the long-term impacts of one voice project on student beliefs
and perceptions of education.
It is important to note, of the 29 responses, 28 of the responses mentioned specific units
from their middle school classes which stood out to them. The most popular responses were the
School Beautification Project with 10 responses and the Roller Coaster Project with 12
responses. All other units combined accounted for just 6 responses. Both of these units employed
student voice as a foundation for the projects. The Roller Coaster Project was completed in their
eighth grade science class while the School Beautification Project was completed in their seventh
grade language arts class.
The Roller Coaster Project employed the type of voice work referred to as Project Based
Learning. Students used their knowledge of physics to design and create roller coasters for
marbles. These projects were then displayed and explained to the seventh grade students, so the
seventh grade students could experience the project and play with the functioning roller coasters.
This type of unit combines student content knowledge with the Project Design Process (see
Figure 11). This process is significant because it inspires voice work due to its iterative nature
and reliance on feedback and revision (Markham, 2011). Moreover, the real-world context of sharing the project with younger students is a strong example of how PBL units can contribute to student engagement (Larmer & Mergendoller, 2010; Markham, 2011).
The School Beautification Project similarly employed student voice due to its reliance on
revision and problem solving. Students proposed ideas to improve the school, and adjusted those
ideas under the reality of cost, time, and expertise. In this way, the project modeled real-world
contexts which is a hallmark of a successful voice project (Markham, 2011). 46
The popularity of voice projects in the student responses points to the lasting impact of
these projects in student memories. Combining the prevalence of these projects in student
responses with the abundance of positive feelings towards the School Beautification Project (see
Figure 2) reveals the lasting impact of voice work. Student voice projects are not only
remembered by students, they are overwhelmingly remembered fondly.
Student voice projects allow students to explore educational content in diverse settings
outside of the traditional classroom (Duke et al., 2021). This can lead to changing perceptions
and beliefs about the power of education and the role of students. This is evident when analyzing
Figure 3. The majority of students agreed or somewhat agreed their perceptions of student
efficacy had been positively affected by the school beautification project.
It is worth noting three students responded they never saw their project completed.
Unfortunately, two of the murals were determined to not be of a sufficient quality to be displayed
on campus. These students on average had less favorable views about the project, though one
student still maintained a positive outlook. This points to the impact of token voice in student
projects. When students are given a chance to have their voices heard, but they do not see the
impact from their voice, it can have a negative impact on their engagement (Robinson & Taylor,
2013).
The survey results strongly suggest a lasting positive impact of voice work on student
perceptions and beliefs about education. Though the results are less clear when specifically
assessing the impact of voice work on academic achievement. At its core, the School
Beautification Project was a lesson in argumentation. Students gave a presentation where they presented their argument for their project and how their project would benefit the school. 47
However, when students were asked about the lesson the teacher was trying to impart, not a single student referenced the academic lesson (see Table 1).
This may suggest voice work does not have a noticeable lasting impact on academic success. On the other hand, this may also be a result of the phrasing for the question. Students were asked about the lesson the teacher wanted them to learn. Every respondent put down a life lesson and not an academic lesson which implies there may have been a miscommunication about the type of lesson the survey was trying to elicit. The responses may also suggest the issue stems from the project itself. Every student reported they remember the actual project and hands- on aspect of it. No students referenced the argumentative presentation which may be a sign the academic aspect was not as memorable or important as the life lesson.
However, this also may point to the power of voice work on student perceptions and beliefs. The respondents overwhelmingly remembered the School Beautification Unit favorably, even though no one remembered the academic lesson they were taught. This may suggest the students remembered how it felt for their voices to be heard. This had a positive impact on their perceptions of middle school. In this way, we can see the true potential of voice work for combating disengagement. Students become disengaged from school for many reasons, including feelings of alienation from school and peers, a lack of connection between school and their lives, and feelings of disrespect by staff (Cook-Sather, 2015; Bridgeland et al., 2010; Hancock &
Zubrick, 2015; Marks, 2000). When these students reflected on their middle school experience, they did not report these issues in their memories of the School Beautification Project. Voice work has the potential to create positive experiences in education which may lead to greater student engagement and positive perceptions of education in the long-term (Bonet & Walters,
2016). 48
Analyzing the authentic responses of the students further reveals the depth of these positive experiences. Table 6 displays the perceived effects of the School Beautification Project.
These effects include improved relationships with other students, “These social connections is school help me be heard even more”; pride in accomplishments, “I was really proud of our work, like, ‘I did that!’”; the power of change, “It helped us see that change is possible and our opinions matter; positive memories, “I really enjoyed this project”; changed worldviews, “It helped us students view things differently”; changed environments, “I felt better in my classes”; and empowered students, “It made us able to voice our opinions on what needed to be done at our school”. All of these effects positively impacted the students. Not one student reported any lasting negative effects from the project.
Table 2 further demonstrates the positive impacts of voice work on student perceptions of school. Students were asked to describe whether they felt their voice was valued in middle school. The majority of respondents felt like their voice was valued and heard in middle school, and also reported positive feelings towards the School Beautification Project, with the majority of students reporting a noticeable or some effect of the project on their learning. This data is in- line with the research which shows students who feel heard are more likely to engage in school
(Baroutsis et al., 2016; Cook-Sather, 2006).
Taking a look at Example Student 1, table 3, reveals the effects of a student who felt their voice was valued in authentic ways during middle school. This student reported feeling heard during middle school, stating, “In class we were given multiple chances to raise our hands to give out our ideas about specific subjects and agreeing (sic) on what works best with that subject.” Example Student 1 went on to say the School Beautification Project led to prolonged improvements among the students and staff at the school. The student wrote, “By completing the 49
project it helped improve the way the students acted around other students and teachers
throughout the middle school years.” This shows a strong correlation between positive voice
experiences and long-term engagement for students. The responses of Example Student 1 are in
line with Fullarton’s (2002) research which points to a positive perception of the school climate
as a good indicator of student engagement. Example Student 1 reported positive changes in
school climate due to the voice project, and these changes affected the way the student perceived
the school climate following the project.
An analysis of Example Student 2 shows the effects of the voice project on a student
reporting neutral or mixed levels of student voice during middle school. When assessing their
voice in middle school, Example Student 2 reported, “I mean yes but I was (and still am) super
shy.” This shyness negatively affected their perceived voice while in school because they were
unable to fully express themselves. They reported the project “was super fun. We redid the
basketball courts, poles, benches, made murals. Cleaned up areas, put more plants in” (Table 4).
The interesting thing to note is this student enjoyed the group project even though they self-
reported as extremely shy. The student went on to report this project changed their view of what
students could do in school. Example Student 2’s responses show the power of student voice
projects to engage students by creating authentic learning experiences in which students take
control of their learning (Marks, 2002; Smythe, 2006).
Where we truly see the impact of voice work is when looking at the students who reported they did not feel heard in middle school. Of the six students responding in this manner, four of them reported positive feelings towards the School Beautification Project with one student reporting neutral feelings and one student reporting negative feelings. Among our most 50 disengaged and alienated students, voice work lends itself to positive educational experiences which is what our students need in order to fully engage in school (Baroutsis et al., 2016).
The responses of Example Student 3 (Table 5) reveal how voice projects can create positive learning experiences for disengaged students. Example Student 3 reported they “always felt like teachers were moving to (sic) fast and blowing by the subject.” In a follow up interview, the student reported feeling heard in classes or activities where they had more knowledge such as physical education and sports. Example Student 3 reported not feeling heard in academic classes where they did not feel as capable as other students. Interestingly, this student perceived no long- term benefits for the project because they were already knowledgeable about “how to use tools and plant plants.” However, this work provided a context for the student to find their voice because they were more knowledgeable about the project than their peers in their group. This change in context ultimately valued the student’s voice and experience even in a class where they did not feel as academically adept as their peers which can lead to greater engagement overall (Baroutsis et al, 2016).
Despite not perceiving long-term benefits, Example Student 3 still reported positive memories of the work, stating “I liked the project because we got to get out of class and do something that we don't get to do everyday” and “I am proud of the work and would do it again.”
Though the teacher most certainly hoped the student took more away from the project than getting out of class, it is still coded as a positive educational memory, and may still result in improved perceptions and beliefs about education for this student.
As the example student responses show, this study demonstrates the ability for student voice and choice to create positive perceptions and beliefs about education for a majority of students. It is particularly true amongst the students who do not feel heard, as four of the six 51
students reporting little to no student voice, had positive memories of this project. By creating
lessons and units which value student voice, educators can give these students positive
educational experiences which may help keep them engaged as they move through school.
Interpreting this data through the lens of cultural proficiency shows the potential of
student voice and choice to support all students, specifically those students from marginalized
communities, as these students are often in greater danger of academic disengagement.
Increasing voice in school may help support students who do not feel heard or seen. The
potential of voice work to develop mutual respect allows all students to know they, and their cultures, are appreciated and honored.
The researcher notes their prior status as the seventh grade language arts teacher and current status as the Dean of Students for the study participants may have resulted in skewed data
for this study. Students may have felt more pressure to remember the School Beautification
Project positively due to the researcher’s inclusion in this study. However, the collection of data
provided evidence of the value of voice work in education, as nearly all respondents reported
fond memories of voice projects, either the School Beautification or Roller Coaster projects,
from their middle school experience. The ability of voice work to create positive experiences
gives an insight into its ability to fight disengagement.
This study is limited, however, and additional research is needed to truly analyze the
long-term effects of student voice and choice. Evidence of academic efficacy is not provided in
the scope of this study, and therefore further analysis of the academic implications of student
voice is needed. A large-scale analysis of multiple schools and disciplines over multiple years
would provide a more comprehensive understanding of this concept. Furthermore, the COVID-
19 pandemic created difficulty in getting abundant and thorough data. Students were completing 52 school via distance learning at the time of data collection. This led to fewer respondents and less thorough results than anticipated. However, distance learning has led to unprecedented numbers of disengaged students, so this research may be more valuable than ever before.
Conclusion
The researcher collected data from surveys and interviews, analyzed this data using holistic and in-vivo coding, and interpreted the data to answer the question: to what extent can one student voice project impact student beliefs and perceptions of education? The data revealed students frequently had positive memories of prior student voice experiences. It also suggested these experiences allow students to perceive meaning beyond the academic lesson the teacher attempted to impart.
Further analysis showed the students who did not feel their voice was heard in school still reported positive feelings and memories of this project. The data did not point to long-term academic improvement for these students, however, these students more often reported positive memories of voice projects than other memories when reflecting on their middle school experiences. This points to the importance of student voice work for improving student beliefs and perceptions about education for our most at risk students.
The results of this project reveal several implications for the long-term effectiveness of voice and choice in education. By creating increasing student voice and choice, educators are creating positive educational perceptions for students which may contribute to educational engagement in the long-term. These implications, further recommendations, and limitations will be discussed in the final chapter of this study. 53
Chapter Five: Conclusion
In 1998, 15 years after the release of their first album and 20 years since they formed,
Mike Ness of L.A. punk band Social Distortion reflected on his band’s new status as a culturally accepted, artistically respected and well-sold musical act. He noted when they first started out releasing records on independent record labels and booking their own shows across the United
States, it “was a time when society was not quite ready for this type of music . . . that’s when punk rock was dangerous” (Social Distortion, 1998). All it took was fifteen years of youth determination, dedication, and drive. Fifteen years of engaged and energetic youth. Fifteen years to reshape the fabric of society.
This may be what is at stake for our students, and student voice and choice has the potential to empower our students and unlock their potential to change the world. Educators owe it to them to do everything possible to give students this opportunity. Currently, education is battling with issues of disengagement for a multitude of reasons, however, voice work is shown to mitigate many of the issues leading to this (Baroutsis et al., 2016; Cook-Sather, 2006, Henry et al., 2012). As such, it is imperative that educators find ways to give students voice and choice in order to help students stay engaged.
This qualitative case study seeks to answer a question which can take education a step closer to understanding how to empower our students: to what extent can one student voice project impact student beliefs and perceptions of education? The researcher surveyed 29 ninth grade students from Northern California High School who previously completed a student voice project at Northern California Middle School. A Google Form was distributed to the students, and the results were coded using holistic and in-vivo coding methods. To further understand the 54 student responses the researcher conducted two semi-structured interviews with student volunteers.
The results of this study offer a limited but encouraging glimpse into the efficacy of student voice and choice on the long-term perceptions of students. The finding summary will present a condensed view of the results of the study. The finding interpretation delivers a deeper analysis of the study results before the researcher views the findings in context of previous student voice research. In light of these results, the researcher then makes several recommendations for policy makers, administrators, and educators. There are several limitations to this study, and the researcher notes ways in which follow-up studies can expand further on this research, but the conclusion and future direction of this study offers an insight into the power of voice work and its potential for student engagement and empowerment.
Finding Summary
The results of this case study highlight the potential for student voice and choice to positively affect the long-term perceptions and beliefs of students surrounding education. The data from student surveys and interviews reveals positive perceptions of the School
Beautification Project and other voice projects from the respondents’ middle school classes which demonstrates the lasting impact of student voice work. These findings are in line with expected results about the ability for voice work to lead positive long-term perceptions and beliefs about education.
The holistic and in-vivo coding reveal students not only maintained positive memories of their voice work from two years previous, but also attributed multiple educational and real-life benefits to the project. The vast majority of students report positive perceptions of the School
Beautification project attributing long-term benefits to the project such as, “It made us able to 55
voice our opinions on what needed to be done at our school” and “It helped us see that change is
possible and our opinions matter”. Responses such as these demonstrate the power of voice work
to validate student voice and this may result in long-term positive perceptions of education.
This ability to create and sustain positive perceptions of education is especially true among students who show signs of disengagement in education. Survey results reveal students who report feeling they had low or no voice in middle school still overwhelmingly demonstrated positive memories and reported long-term benefits from the School Beautification Project. This demonstrates the true power of voice work as a tool for improving perceptions and beliefs among students, which is vital for maintaining engagement among our students who are at a greater risk of disengaging from education and facing negative life outcomes as a result.
What is less clear about voice work is its ability to create long-term academic benefits.
None of the respondents were able to remember the academic lesson the teacher was teaching with the project. While not particularly surprising students did not remember the academic intention of the project, what was surprising is every respondent created a meaningful life lesson as the intention of the teacher. These ranged from the value of teamwork to the power of bettering the community to understanding the value of hard work. This adventitious finding may point to the power of student voice, however, it may also be a result of the School Beautification
Project itself.
Finding Interpretation
The students involved in this study previously attended the same seventh grade class taught by the same teacher, attended the same middle school, and are currently enrolled in the same freshman class. This study attempts to track the perceptions, beliefs, and memories of these students about their middle school experiences and the School Beautification Project in 56 particular. Students all took part in the same project, however, their perceptions, beliefs, and memories of the project are unique to themselves.
These variables are all predicted, and they inform the majority of the study data. One unpredicted and unaccounted for variable is the impact of student absences on the survey results, as some respondents were not able to fully respond to the survey due to their absences during the time the project was completed.
This study points to the potential of student voice and choice to lead to long-term benefits for students. The vast majority of respondents indicate positive memories and specific benefits of the project. However, it is currently unclear whether the positive memories of the project stem specifically from the student voice component or from the pure enjoyment for this specific project. The researcher believes the prevalence of responses which note the benefit of students being able to voice their opinions and enact change with this project plus the popularity of another voice project, the Roller Coaster Project, points to the long-term benefits of voice work, however, more research will need to be conducted.
Using the lens of cultural proficiency to assess the potential for voice work to support all students, particularly those from traditionally marginalized communities, demonstrates the ability for voice work to revolutionize schooling. Voice work gives voice to all students, and this will allow students to thrive, particularly students who often feel invisible. By encouraging these students to find their voice, educators are making sure they know they are valued and respected.
Finding their voice may very well allow them to communicate who they are and where they come from as well, which can help others learn to value who they are and where they come from.
Leading to greater cultural recognition and acceptance. 57
Findings in Context
The findings of this study converge with previous studies which point to the ability of voice work to encourage participation, increase passion for the subject, and create positive educational environments (Ball, 2011; Morrison, 2008; Smyth, 2006). Previous studies demonstrate the ability for voice work to counteract the factors leading to disengagement for many students, such as feelings of disrespect, alienation, boredom, and the inability to connect school to what they consider their “real-life”. These factors can lead to disengagement which makes the student susceptible to a wide range of negative life outcomes (Cook-Sather, 2015;
Bridgeland et al., 2010; Hancock & Zubrick, 2015; Marks, 2000). The results from this study reinforce the previous work, as respondents noted they felt emboldened by the project, and they were excited they were able to make changes in the “real-world”.
Cook-Sather (2015) points to voice work as a method for conveying to students they are respected and valued. Multiple respondents in this study pointed to the School Beautification
Project as effective because it helped them feel heard and empowered. Much like the prior research, this study revealed the power, passion, and positivity which can be created by voice work.
Where the study diverges from previous research and can serve as a clarifying factor is in its approach to long-term changes to student perceptions and beliefs. The results of this study point to voice work as an effective tool for creating long-term positive educational memories, which may lead to positive educational perceptions for students.
Recommendations
Teachers, administrators, and policy makers must find ways to harness the nearly unlimited potential of our students. Students have vast potential, and they can change the world. 58
Education must ensure that this force is encouraged, cultivated, and used for good. Lessons can
be learned from the past. Looking at the punk rock community gives us a sense of how to engage
these students in world-altering ways.
From a fringe, virtually ignored, music scene to the dominant cultural force in less than
15 years, punk rock is a roadmap for educators in not only how to engage our youth, but what
they are capable of accomplishing when they are engaged. Give students something to be
passionate about. Give them a real reason to stay engaged. Give them the respect they deserve,
and they will change the world.
Policy makers should take to heart the results of student voice research and this case
study particularly. For the benefit of our students, they should start by adopting the belief of the
United Nations’ Convention on the Rights of a Child (1989). Namely, every child is “capable of
forming his or her own views the right to express those views freely in all matters affecting the
child” (The United Nations article, 1989, p. 12.1). Policy makers need to advance policy which
gives voice to children, not only in education, but in other aspects of their lives as well.
Educational administrators should use the results of this research to transform their
schools. They can start by encouraging educators to push towards student-centered education; transforming their schools to give, age-appropriate, voice to students; and involving student voice in matters of discipline, policy, school reform, and education. They must look to European countries, and others, who have already codified student voice into their educational laws.
By doing this, they can assess where it has been successful, and where the voice work has been merely tokenistic in nature (Mitra, 2018; Robinson & Taylor, 2013).
Educators can use this research to push toward student-centered classrooms. They must ensure their students’ work is authentic and engaging, find ways for student voice to be front and 59 center in the classroom, and empower the students in their classrooms to make it clear to them their voices are heard and respected. Furthermore, educators must work with fellow teachers to create voice opportunities for students to engage in year after year. If the benefits of voice work are truly long-lasting, this implies creating voice work opportunities which build upon each other may lead to even greater results in the perceptions and beliefs of our students. Creating these types of voice work opportunities may maintain long-term passion from our students, and give them a reason to stay engaged when they may otherwise disengage from education.
Policy makers, administrators, and educators must have trust altering the traditional power structures in their districts, schools, and classrooms will transform schooling for the better, and this will ensure greater student engagement for the long-term. Student voice work has the potential to revolutionize our schools, transform our youth into highly motivated and engaged citizens, and take a substantial step towards Dewey’s ideal of democratic education.
Limitations
The results of this study are limited in their nature as this is a study of one educational unit, in one class, at one school. The small sample size of 29 students is another limitation of this study. Though the results from this study show promise for voice work, more testing is necessary to determine if these results are an indication of the efficacy of such work or merely the results of the School Beautification Unit specifically. Moreover, the limited timespan of this study is another limitation, as it is unclear how long the positive effects of voice work last for students.
Further testing from multiple sites and from multiple classrooms is needed to further study the efficacy of voice work. A longitudinal study assessing the perceptions and beliefs of students over a greater period of time can further help create a full picture of the potential effects of voice work. 60
Finally, the effects of school closure and the shift to distance learning for these students
may have altered their perceptions of the unit of study. This dramatic change in learning
structure and social interactions may have affected this study in unforeseen ways, and only by
further testing will the full picture of the effects of the COVID-19 pandemic on students come into focus.
Conclusion and Future Direction
The research has long pointed to the potential of voice and choice in education to engage students in meaningful work, empower the youth in myriad ways, and foster mutual respect and acceptance between students and staff. Unfortunately, the research is less clear on the long-term impacts of voice work.
This qualitative case study analyzed the ability of voice work to positively impact student perceptions over a greater period of time than traditionally studied. By utilizing a Google Form survey and two semi-structured interviews, this case study demonstrates student voice and choice has the potential to encourage students to create positive perceptions and beliefs of education.
These perceptions and beliefs may ultimately lead to deeper student engagement. However, further research is needed to determine the depth and effectiveness of these impacts on long-term student engagement, and to determine the universality of these results over multiple age groups, content areas, and educational units. The future direction of this research should be to determine the types of voice work best for students in developing long-term positive perceptions and beliefs of education. As such, this work must be expanded to multiple schools, grade levels, and subjects as well as include repeated assessment of students over a longer time frame to determine the true long-lasting impact of voice work. 61
The researcher believes the results of this study are universal in nature. Anytime adults validate the voices of youths, respect and acceptance is conveyed. This leads to deeper engagement and cooperation. Professionals from all fields who interact with children can utilize this research in their fields from medical professionals to social workers, law enforcement to employers. By trusting the youth to have relevant ideas and insight, members of these fields may see new ideas, greater respect, and improved cooperation. Anytime adults are in-power, if they take the time to allow the youth to find their voice, then the relationship between them will be improved.
Clearly more than just angry kids with blue hair, the punk movement was a cultural revolution showcasing the power of the youth voice for anyone taking the time to listen. If the punk rock movement can teach us one thing, it is when students are engaged, they are able to do almost anything. Educators have the obligation to help students unlock this potential, engage in authentic work, and realize the power in their voice. The youth will change the world. The question is what role will we play in inspiring it?
“There wasn't always a place to go But there was always an urgent need to belong yeah All these bands and all these people All these friends, and we were equals” Rancid- “Journey to the End of the East Bay”
62
Appendix
The Roller Coaster Project utilized the Project Design Process which is iterative in nature and involves multiple checks for understanding. Appendix 1 below is a handout the 8th grade science teacher created and distributed to the students during the project. This handout was the basis for the design process the students completed.
Appendix 1
Project Design Process
Full Text: “Define: the Problem”, “Identify: constraints on your solution (e.g. time, money, materials) and criteria for success” “Brainstorm: multiple solutions for the problem,” “Select: the most promising solution,” “Prototype: your solution,” “Test” and evaluate your prototype,” “Iterate: to improve your prototype,” “Communicate: your solution,”.
63
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