![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
Recent years have seen a proliferation of student action research both nationally and internationally. Going by various names—participatory research, action research, participatory evaluation—student action research is research that (a) is conducted by youth, within or outside of schools and classrooms, with the goal of informing and a fecting school, community, and/or global problems and issues and (b) contributes to the positive development of a variety of academic, social, and civic skills in youth. This article reviews research and writing on student action research, describing di ferent types of student action research initiatives, the benefits of this powerful practice, and how principals can manage implementation challenges.
| Anand, B., Fine , M., Perkins , T. , & Surrey , D. (2002). Keeping the struggle alive: Studying desegregation in our town. New York: Teachers College Press. Google Scholar | |
|
Atweh, B. , & Bland, D. (1998, September 29-October 2). Beyond access/participation towards social justice: The SARUA project. Paper presented at the 3rd National Equity and Access Conference, Rockhampton, Queensland, Central Queensland University, Australia. Retrieved March 6, 2007 , from http://www.cqu.edu.au/eaconf98/papers/ Google Scholar | |
|
Black, S. (2006). Students as researchers. American School Board Journal, 193(7). Retrieved March 27, 2007, from http://www.asbj.com/2006/07/0706research.html Google Scholar | |
|
Chinn, P. (1998). Teacher-student action research: Answering Melissa's question. Teaching and Change, 5(2), 96-115. Google Scholar | |
|
Cervone, B. (2006). Student research for action: Restoring hope where it's all but gone. What Kids Can Do. Retrieved March 27, 2007, from http://www.whatkidscando.org/specialcollections/student_research_action/restoringhope/index.html Google Scholar | |
|
Collatos, A. , & Morrell, E. (2003). Apprenticing urban youth as critical researchers: Implications for increasing equity and access in diverse urban schools. In B. Rubin & E. Silva (Eds.), Critical voices in school reform: Students living through change (pp. 113-131). New York: Routledge. Google Scholar | |
|
Duncan-Andrade, J. (2006). Urban youth, media literacy, and increased critical civic participation. In S. Ginwright , P. Noguera , & J. Cammarota (Eds.), Beyond resistance! Youth activism and community change (pp. 149-169). New York: Routledge . Google Scholar | |
|
Fine, M. , Roberts, R. , & Torre, M. (2004). Echoes of Brown: Youth documenting and performing the legacy of Brown v. Board of Education. New York: Teachers College Press. Google Scholar | |
|
Fiscus, L. (2005). Student voice in school leadership. Middle Ground, 3(3), 22-24. Google Scholar | |
|
Ginwright, S. , & James, T. (2002). From assets to agents of change: Social justice, organizing, and youth development. New Directions for Youth Development, 96, 27-46. Google Scholar | Crossref | |
|
Jones, M. , & Yonezawa, S. (2002). Student voice, cultural change: Using inquiry in school reform. Journal for Equity and Excellence in Education , 35(3), 245-254. Google Scholar | |
|
Kelly, D. (1993). Last chance high: How girls and boys drop in and out of alternative schools. New Haven, CT: Yale University Press. Google Scholar | |
|
Kirshner, B. (2006). Apprenticeship learning in youth activism. In S. Ginwright , P. Noguera , & J. Cammarota (Eds.), Beyond resistance! Youth activism and community change (pp. 37-57). New York: Routledge. Google Scholar | |
|
Kirshner, B. , Strobel, K. , & Fernandez, M. (2003). Critical civic engagement among urban youth. Penn GSE Perspectives on Urban Education, 2(1). Retrieved October 2, 2006, from http://www.urbanedjournal.org/archive/Issue3/articles/article0010.html . Google Scholar | |
|
London, J.K. , Zimmerman, K. , & Erbstein, N. (2003). Youth-led research and evaluation: Tools for youth, organizational, and community development. New Directions for Evaluation, 2003(98), 33-45. Google Scholar | Crossref | |
|
Morrell, E. (2006). Youth-initiated research as a tool for advocacy and change in urban schools. In S. Ginwright , P. Noguera , & J. Cammarota (Eds.), Beyond resistance! Youth activism and community change (pp. 111-128). New York: Routledge. Google Scholar | |
|
Nasir, N. , & Kirshner, B. (2003). The cultural construction of moral and civic identities. Applied Developmental Science, 7(3), 138-147. Google Scholar | Crossref | |
|
Nygreen, K. (2006). Reproducing or challenging power in the questions we ask and the methods we use: A framework for activist research in education [Electronic version]. The Urban Review, 38(1). Google Scholar | Crossref | |
|
O'Donoghue, J. (2006). “Taking their own power”: Urban youth, community based organizations, and public efficacy. In S. Ginwright , P. Noguera , & J. Cammarota (Eds.), Beyond resistance! Youth activism and community change (pp. 229-245). New York: Routledge. Google Scholar | |
|
Park, P. (1993). What is participatory research? A theoretical and methodological perspective. In P. Park , M. Brydon-Miller , B. Hall , and T. Jackson (Eds.), Voices of change: Participatory research in the United States and Canada (pp. 1-19). Westport, CT: Bergin & Garvey. Google Scholar | |
|
Powers, J.L. , & Tiffany, J.S. (2006). Engaging youth in participatory research and evaluation . Journal of Public Health Management Practice, November supplement, S79-S87. Google Scholar | Crossref | ISI | |
|
Rubin, B. (2007). “There's still not justice”: Youth civic identity development amid distinct school and community contexts. Teachers College Record, 109(2), 449-481. Google Scholar | ISI | |
|
Smith, P. , Petralia, J. , & Hewitt, K. (2005). Tuned in: Listening to student voices. Principal Leadership, 6(3), 28-33. Google Scholar | |
|
Student Research for University Access. (n.d.). Project Web site. Retrieved March 27, 2007, from http://sarua.ed.qut.edu.au/about/work/ Google Scholar | |
|
Torre, M. , & Fine, M. (2006). Researching and resisting: Democratic policy research by and for youth. In S. Ginwright , P. Noguera , & J. Cammarota (Eds.), Beyond resistance! Youth activism and community change. New York: Routledge, 269-285. Google Scholar | |
|
Yonezawa, S. , & Jones, M. (2006). Students' perspectives on tracking and detracking . Theory into Practice, 45(1), 15-23. Google Scholar | Crossref | ISI | |
|
Yonezawa, S. , & Jones, M. (2007a). Student co-researchers: How principals can recruit, train and enlist the help of students to examine what works and does not work in their schools. NASSP Bulletin, 91(4). Google Scholar | SAGE Journals | |
|
Yonezawa, S. , & Jones, M. (2007b). Using students' experiences in the classroom to evaluate and inform secondary school reform. In A. Cook-Sather & D. Thiessen (Eds.), International handbook of student experience in elementary and secondary school (pp. 681-709). Dordrecht, Netherlands: Kluwer. Google Scholar | |
|
What Kids Can Do. (2004). Recognizing the knowledge of young people: An interview with Michelle Fine and Elena Torre on youth action research. Providence, RI: What Kids Can Do. Retrieved March 27, 2007, from www.whatkidscando.org/featurestories/2004pdfs/interview.pdf Google Scholar | |
|
Youniss, J. , McClellan, J.A. , & Yates, M. (1997). What we know about engendering civic identity . American Behavioral Scientist, 5, 620-631. Google Scholar | SAGE Journals | ISI |
