1. Student Empowerment and School Culture: Perceptions of Adolescents and Their Parents/Guardians Dirk Erik Skogsberg

2. Problem Statement Middle Level Students –Adolescence - greatest changes (K-12) Physiological Psychological –Changes often impact academics and behavior What direct impact do students have on their well-being and subsequent learning?

3. Purpose of the study: To explore the perceptions of middle level students and their parents/guardians of how student empowerment, through ownership in the learning community, impacts the school’s culture

4. The question… What are student and parent/guardian perceptions of student empowerment, through ownership in the learning community, and the subsequent impact on the school’s culture?

5. Significance of the Study Students at this age/grade level are “caught” in the middle. Expectations –Set by adults –Adolescent students are to model adult behavior No student voice

6. Review of Literature

7. Key points - continued: Adolescents & Adolescence Culture Ownership & Empowerment

8. Adolescents & Social Development Level 3 – Post- Conventional & Principled Stage 6 – Universal Ethical Principles Stage 5 – Prior Rights & Social Contract Level 2 – Conventional Stage 4 – Social System & Conscience Stage 3 – Mutual Interpersonal Expectations Level 1 – Preconventional Stage 2 – Individual Purpose & Exchange Stage 1 – Punishment & Obedience According to George & Alexander: Some will demonstrate a predominance of Stage 1 Near age 10, some begin to enter Stage 2 Middle level students are typically thought to be in Stage 3 A very small population of middle school students will move into Stage 4 during their middle school years

9. Adolescents & Adolescence, continued: Beliefs and autonomy Voice Needs Age vs. physiological Stages / Levels

10. Culture Culture in General Fostered Democracies Culture & Change

11. Ownership & Empowerment Autonomy Voice Demarginalization Ownership vs. Empowerment

12. Methodology of Research Sample Pool Demographics Interviews

13. Limitations & Delimitations

14. Human Subjects and Ethics Students Parents/Guardians

15. Collection of Data Collection Accessibility Record Keeping

16. Pseudonyms / Aliases Pseudonyms –Students –Parents/Guardians –School / Surrounding Schools –Community / Surrounding Communities –Others

17. Triangulation of Data Memoing Recordings Transcripts Log

18. Analysis / Coding Emergent Themes Repeated Review Synthesis took place AFTER thorough analysis Coding –Free nodes –Tree nodes

19. Findings 1.Ownership 2.Make a Difference 3.Culture & Empowerment 4.Culture & Behavior / Achievement

20. Finding 1 Ownership is brought about through empowerment of stakeholders. –Sense and embrace ownership –Taking an active role – opportunity vs. action –Taking the lead or playing a supportive role –Self-imposed expectations by the students –Demarginalization

21. Finding 2 People Make a Difference Belief –In others –Oneself –Collective Whole Students –Ownership –Supported

22. Student Outcomes: Know DifferentlyContent wise Prepared for life Authentic learning and engagement with applications Think globally (with multiple foci) Use prior knowledge Believe DifferentlyAll students can be successful Overcome peer pressure Read for importance All students learn in different ways Self-directed learning Self-advocates Freedom & trust to discover new & interesting things Do DifferentlyCare for others and act on it Student involvement Do something AS a learning community FOR the larger community

23. Finding 3 The culture of a school can be changed as a result of student empowerment. –“Whose school is it?” –“How many does it take?” X^1 –Change in Our Values Beliefs Attitudes

24. Finding 4 Change in school culture impacts student behavior and achievement. –Making choices, following examples –Giving opportunities for personal growth –Realizing your role

25. Implications – Finding 1 Ownership is brought about through empowerment of stakeholders –Ownership of the learning community required that ALL stakeholders were valued –Future considerations…

26. Implications – Finding 2 People Make a Difference Staff –Supporting peers –Supporting students Students –Supporting peers –Holding peers & teachers accountable

27. Implications – Finding 2, cont’d. People Make a Difference –Future considerations…

28. Implications – Finding 3 Empowerment CAN Change Culture –Dependence –Culture Change as a JOURNEY

29. Implications – Finding 3, cont’d. Empowerment CAN Change Culture –Future considerations…

30. Implications – Finding 4 Culture Impacts Behavior / Achievement –Decrease in significant discipline –Increase in student academic achievement

31. Implications – Finding 4, cont’d. Table 5.2 – Behavior Management Data (by school year) 2007-20082008-20092009-2010 Suspensions947551 Expulsions930 Table 5.3 – Academic Performance (by school year) 2007-20082008-20092009-2010 Assessment and Adequate Yearly Progress (AYP) Improvement in all areas, and AYP met in all areas Improvement in all areas, and AYP met in all areas sans reading for “students with disabilities” Improvement in all areas, and AYP met in all areas Summer School371016 Retentions610

32. Implications – Finding 4, cont’d. Culture Impacts Behavior / Achievement –Future considerations…

33. In summary– Understand the perspectives of middle level students Guide future professional practice of middle level educators Make a connection between student empowerment, through student ownership in the learning community, and its impact on school culture Specific consideration given to students as active stakeholders