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dc.contributor.authorRichardson, Sharon E.en_US
dc.date.accessioned2014-03-14T20:18:14Z
dc.date.available2014-03-14T20:18:14Z
dc.date.issued2001-09-20en_US
dc.identifier.otheretd-11082001-140010en_US
dc.identifier.urihttp://hdl.handle.net/10919/29495
dc.description.abstractTypically, students have had limited voice in their schooling (Erickson & Schultz,1992). The purposes of this study were to explore the concept of student voice in the elementary school and to develop strategies that develop student voice in the curricula. An elementary school principal and four teachers participated in an action research study that examined and attempted to develop student voice in their classrooms. Acting as a coach, the principal supported the four teachers as they implemented their classroom research on student voice. Four case studies were developed based on artifacts such as journals (student and participant), lesson plans, meetings, surveys and observations. Data were analyzed for emerging themes and compared across cases.Findings indicate that there was a difference in the teachers' emerging understanding and promotion of student voice. These differences were explained on the evolving commonalities being discovered in each case study. First and foremost were the instructional strategies utilized by the participants that engaged the learners and promoted their voice? Next, the organizational structure of the building and classes played an important role. Time and size of classes either promoted or restrained student voice. Finally, the culture of the organization and the belief system of the individual teacher played an important role.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartDissertation.PDFen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectstudent voiceen_US
dc.subjectstudent cultureen_US
dc.subjectpostmodernismen_US
dc.titlePositioning Student Voice in the Classroom: The Postmodern Eraen_US
dc.typeDissertationen_US
dc.contributor.departmentEducational Leadership and Policy Studiesen_US
dc.description.degreeEd. D.en_US
thesis.degree.nameDoctor of Educationen_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineEducational Leadership and Policy Studiesen_US
dc.contributor.committeememberKelly, Patricia Proudfooten_US
dc.contributor.committeememberHarris, Larry A.en_US
dc.contributor.committeememberParson, Stephen R.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-11082001-140010/en_US
dc.contributor.committeecochairParks, David J.en_US
dc.contributor.committeecochairNiles, Jerome A.en_US
dc.date.sdate2001-11-08en_US
dc.date.rdate2002-11-12
dc.date.adate2001-11-12en_US


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