Student Voice From a Turnaround Urban High School: An Account of Students With and Without Dis/Abilities Leading Resistance Against Accountability Reform

被引：14

作者：

Pazey, Barbara L. ^{[1
]}

DeMatthews, David ^{[2
]}

机构：

[1] Univ Texas Austin, Austin, TX 78712 USA

[2] Univ Texas El Paso, El Paso, TX 79968 USA

来源：

URBAN EDUCATION | 2019年 / 54卷 / 07期

关键词：

students with dis; abilities; accountability reform; student voice; dis; ability studies; identity; high school; case study; qualitative research; YOUTH; EDUCATION; IDENTITY; DISABILITY; CLOSURE; EQUITY;

D O I：

10.1177/0042085916666930

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The Every Student Succeeds Act redefines the priorities of our nation's education system. Prior to its passage, turnaround strategies advanced solutions for low-performing schools. Research literature examining how these reforms impacted the schooling experiences of students attending these schools is lacking. We present the results of a qualitative case study of a reconstituted urban school in the Southwest United States, providing the perspectives of 10 students with dis/abilities and the effects accountability reform efforts had on their high school experience. Three expressed needs and desires were identified: (a) a positive school identity, (b) stability, and (c) to be recognized and heard.

引用

页码：919 / 956

页数：38

共 88 条

[71] The heterodoxy of student voice: challenges to identity in the sociology of disability and education [J].