Abstract
This single site case study examined influences on student success, as perceived by twelve selected sixth grade students (ages 11-12), at a mid-West U.S. middle school (grades 6-8). Using a strengths-based positivist approach, it examined how and why participants thought they had been academically successful during their first year of secondary school. Analysis of the resulting student-centered narrative applied elements of ecological systems theory to determine home, school, and community influences on academic success. This study reinforces the importance of listening to students, recognising the role student voice can have to improve the overall teaching and learning environment.
| Original language | English |
|---|---|
| Pages (from-to) | 43-64 |
| Number of pages | 22 |
| Journal | Educational Practice and Theory |
| Volume | 41 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - Dec 2019 |
Keywords
- student voice
- student success
- middle school
- achievement