<p>This action research study examined the effects of student voice in one high school and the self-reflection of the researcher-administrator involved in the effort. Using three cycles of action research, the researcher-administrator completed a pilot study, implemented a student voice project in one class, and developed a professional development module completed by two other teachers in the school. The researcher-administrator documented personal changes throughout the process. Data was collected through student and adult questionnaires, student and adult interviews, action plans, observations, field notes, and the researcher-administrator’s reflective journal. Data was coded for themes and triangulated to obtain results. The reflective journal was used to analyze the researcher-administrator’s growth. The researcher-administrator derived two themes as important to both students and teachers engaged in the study: student growth and collaboration. Students in the study believed that by having a voice, personal and school change occurred. Teachers involved in the study believed the action research projects implemented made them more effective. The researcher-administrator’s views changed during the study in three major areas: personally, conceptually, and in the development of a Living Educational Theory. There were four outcomes to this action research study: students engaged in this study reported self-growth; students valued their roles as change agents; teachers engaged in the study reported self-reflection helped to make positive changes in practice; and the researcher-administrator evolved as a person and school administrator. </p><p> <i>Keywords:</i> student voice, action research, data collection, themes </p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:3570738 |
| Date | 09 July 2013 |
| Creators | Termini, Lorraine |
| Publisher | University of Bridgeport |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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