In Search of Voice: Theory and Methods in K-12 Student Voice Research in the Us, 1990-2010

Autor/inn/en	Gonzalez, Taucia E.; Hernandez-Saca, David I.; Artiles, Alfredo J.
Titel	In Search of Voice: Theory and Methods in K-12 Student Voice Research in the Us, 1990-2010
Quelle	In: Educational Review, 69 (2017) 4, S.451-473 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gonzalez, Taucia E.) ORCID (Hernandez-Saca, David I.) ORCID (Artiles, Alfredo J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2016.1231661
Schlagwörter	Student Empowerment; Educational Research; Elementary Secondary Education; Literature Reviews; Educational Change; Educational Theories; Disadvantaged Youth; Minority Group Students; Classification; Qualitative Research; Research Methodology; Disabilities; Homosexuality; Socioeconomic Status; Instructional Program Divisions; Geographic Location + Suchen Sie Ihr Suchwort? Studienberechtigung; Bildungsforschung; Pädagogische Forschung; Bildungsreform; Educational theory; Theory of education; Bildungstheorie; Benachteiligter Jugendlicher; Classification system; Klassifikation; Klassifikationssystem; Qualitative Forschung; Research method; Forschungsmethode; Handicap; Behinderung; Homosexualität; Socio-economic status; Sozioökonomischer Status
Abstract	Student voice research is a promising field of study that disrupts traditional student roles by reorganizing learning spaces that center youth voices. This review synthesizes student voice research by answering the following questions: (a) To what extent has student voice been studied at the K-12 levels in the US? (b) What are the conceptual characteristics of US student voice studies? (c) What are the methodological characteristics of this work at K-12 levels in the US? The review included 49 studies published in peer-refereed journals between 1990 and 2010. Results indicate student voice research is rapidly opening up spaces and capacities for racial and ethnic historically marginalized youth to play key roles in school change and hybrid learning spaces. The results open up new possibilities for building on this rapidly growing scholarship through interdisciplinary theory building, along with a need for broader attention to axes of marginalization across different geographical spaces. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01