Possibilities and pitfalls: A comparative analysis of student empowerment

American Educational Research Journal

Volumn 42, Issue 4, 2005, Pages 639-670

  McQuillan, Patrick J ^a  

^a BOSTON COLLEGE   (United States)

Author keywords

Educational change; School reform; Student empowerment; Trust

Indexed keywords

EID: 29144513670     PISSN: 00028312     EISSN: None     Source Type: Journal    
DOI: 10.3102/00028312042004639     Document Type: Article

References (81)

1. Anstrom, K. (1999). Preparing secondary education teachers to work with English language learners: Social studies (NCBE Resource Collection Series No. 13). Washington, DC: National Clearinghouse for Bilingual Education.
2. Ayers, W., Klonsky, M., & Lyon, G. (Eds.). (2000). A simple justice: The challenge of small schools. New York: Teachers College Press.
3. Banks, J. (1993). The canon debate, knowledge construction, and multicultural education. Educational Researcher, 22(5), 4-14.
4. Brandau, D., & Collins, J. (1994). Text, social relations, and work-based skepticism about schooling: An ethnographic analysis. Anthropology and Education Quarterly, 25, 118-136.
5. Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York: Russell Sage Foundation.
6. Burbules, N. (1995). Authority and the tragic dimension of teaching. In J. W. Garrison & A. G. Rudd (Eds.), The educational conversation: Closing the gap (pp. 67-93). Albany: State University of New York Press.
7. Clinchy, E. (2000). Creating new schools: How small schools are changing American education. New York: Teachers College Press.
8. Coalition of Essential Schools. (1985). Prospectus. Providence, RI: Department of Education, Brown University.
9. Coleman, J. S. (1961). The adolescent society: The social life of the teenager and its impact on education. Glencoe, IL: Free Press.
10. Colville, J. K. & Clarken, R. H. (1992, April). Developing social responsibility through law-related education. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
11. Cook-Sather, A. (2002). Authorizing students' perspectives: Toward trust, dialogue, and change in education. Educational Researcher, 31(4), 3-14.
12. Cook-Sather, A., & Schultz, J. (2001). Negotiating worlds and words: Writing about student experiences of schools. In J. Schultz & A. Cook-Sather (Eds.), In our own words: Students' perspectives on school (pp. 165-178). Lanham, MD: Rowman & Littlefield.
13. Corbett, D., & Wilson, B. (1995). Make a difference with, not for, students: A plea to researchers and reformers. Educational Researcher, 24(5), 12-17.
14. Cotton, K. (1996). Educating for citizenship (Close-Up Series No. 19). Portland, OR: Northwest Regional Laboratory.
15. Cummins, J. (1986). Empowering minority students: A framework for intervention. Harvard Educational Review, 56, 18-36.
16. Cummins, J. (1995). Power and pedagogy in the education of culturally-diverse students. In J. Frederickson (Ed.), Reclaiming our voices: Bilingual education, critical pedagogy and praxis (pp. 143-170). Ontario: California Association for Bilingual Education.
17. Cummins, J. (2000). Language, power and pedagogy. Clevedon, England: Multilingual Matters.
18. Cushman, K. (1994). Empowering students: Essential Schools' missing link. HORACE, 11(1), 1.
19. Darling-Hammond, L. (1996). The right to learn and the advancement of teaching: Research, policy, and practice for democratic education. Educational Researcher, 25(6), 5-17.
20. Delpit, L. (1988). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review, 58, 280-298.
21. Ericson, D. P., & Ellett, F. S., Jr. (1990). Taking student responsibility seriously. Educational Researcher, 75(9), 3-10.
22. Feuer, M. J., Towne, L., & Shavelson, R. J. (2002). Scientific culture and educational research. Educational Researcher, 31(8), 4-14.
23. Freire, P., & Macedo, D. (1987). Literacy: Reading the word and the world. South Hadley, MA: Bergin & Garvey.
24. Fullan, M., & Stiegelbauer, S. (1991). The new meaning of educational change (2nd ed.). New York: Teachers College Press.
25. Furman, G. (2002). Postmodernism and community in schools: Unraveling the paradox. In G. Furman (Ed.), School as community: From promise to practice (pp. 51-75). Albany: State University of New York Press.
26. Goodlad, J. I. (1984). A place called school. New York: McGraw-Hill.
27. Gutierrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 33(5), 19-25.
28. Gutmann, A. (1987). Democratic education. Princeton, NJ: Princeton University Press.
29. Hemmings, A. (2000). High school democratic dialogues: Possibilities for praxis. American Educational Research Journal, 31, 67-91.
30. Hemmings, A. (2001). Extending the dialogue: Author's reply to Alan Singer and Michael Pezone. American Educational Research Journal, 38, 541-543.
31. Henry, J. (1963). Culture against man. New York: Basic Books.
32. Hollingshead, A. (1949). Elmtown's youth. New York: Wiley.
33. House, E. (1991). Realism in research. Educational Researcher, 20(6), 2-9.
34. Kohl, H. (1994). I won't learn from you. New York: New Press.
35. Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass.
36. Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory of education. Teachers College Record, 97, 47-68.
37. Lagemann, E. C. (2000). An elusive science: The troubling history of educational research. Chicago: University of Chicago Press.
38. LeCompte, M. D., & deMarrais, K. B. (1992). The disempowering of empowerment: Out of the revolution and into the classroom. Educational Foundations, 6(3), 5-31.
39. Lee, V. E., & Smith, J. B. (1999). Social support and achievement for young adolescents in Chicago: The role of school academic press. American Educational Research Journal, 36, 907-945.
40. Lee, V. E., & Smith, J. B. (2001). Restructuring high schools for equity and excellence: What works. New York: Teachers College Press.
41. Levin, B. (2000). Putting students at the centre in educational reform. Journal of Educational Change, 1, 155-172.
42. Lima, E. S., & Gazzetta, M. (1994). From lay teachers to university students: The path for empowerment through culturally based pedagogical action. Anthropology and Education Quarterly, 25, 236-249.
43. Lynd, R. S., & Lynd, H. M. (1929). Middletown. New York: Harcourt Brace Jovanovich.
44. Maxwell, J. A. (1992). Understanding and validity in qualitative research. Harvard Educational Review, 62, 279-300.
45. McDermott, R. P. (1987). Achieving school failure: An anthropological approach to illiteracy and social stratification. In G. Spindler & L. Spindler (Eds.), Education and cultural process, anthropological approaches (pp. 173-209). Prospect Heights, IL: Waveland Press.
46. McPike, E. (2003). Education for democracy. Washington, DC: Albert Shanker Institute.
47. McQuillan, P. J. (1998). Educational opportunity in an urban American high school: A cultural analysis. Albany: State University of New York Press.
48. McQuillan, P. J. (2001). The assumptions of school accountability: A challenge to prevailing wisdom from an urban high school. Journal of Research in Education, 11, 1-9.
49. McQuillan, P. J. (2002). From big to small: A qualitative study of the Manual Educational Complex experience. Denver: Colorado Small Schools Initiative, Manual Educational Complex, and Denver Public Schools.
50. McQuillan, P. J. (2003). Two years into small school reform: The Manual Educational Complex at a crossroads. Denver: Colorado Small Schools Initiative, Manual Educational Complex, and Denver Public Schools.
51. McQuillan, P. J. (2004). Three years down the road: Small school reform at the Manual Educational Complex. Denver: Colorado Small Schools Initiative, Manual Educational Complex, and Denver Public Schools.
52. McQuillan, P. J., & Englert, K. S. (2001). The return to neighborhood schools, concentrated poverty, and educational opportunity: An agenda for reform, Hastings Constitutional Law Quarterly, 28, 739-770.
53. Morris, J. E. (2004). Can anything good come from Nazareth? Race, class, and African American schooling and community in the urban South and Midwest. American Educational Research Journal, 41, 69-112.
54. Muncey, D. E. & McQuillan, P. J. (1991). Empowering nonentities: Students in educational reform (School Ethnography Project Working Paper No. 5). Providence, RI: Brown University.
55. Muncey, D. E., & McQuillan, P. J. (1996). Reform and resistance: An ethnographic view of the Coalition of Essential Schools. New Haven, CT: Yale University Press.
56. Murphy, J., & Beck, L. (1995). Site-based management as school reform: Taking stock. Thousand Oaks, CA: Corwin Press.
57. Nadler, R. (1993). Therapeutic process of change. In M. Gass (Ed.), Adventure therapy: Therapeutic applications of adventure programming (pp. 57-69). Dubuque, IA: Kendall/Hunt.
58. O'Dowd, M. (1993). Re-visioning empowerment with the research subject and the 'at risk.' In L. Angus (Ed.), Education, inequality, and social identity (pp. 21-56). Washington, DC: Falmer Press.
59. Ogbu, J. U. (1987). Variability in minority school performance: A problem in search of an explanation. Anthropology and Education Quarterly, 18, 312-334.
60. Page, R. (1987). Lower-track classes at a college preparatory high school: A caricature of educational encounters. In G. Spindler & L. Spindler (Eds.), Interpretive ethnography of education at home and abroad. Hillsdale, NJ: Erlbaum.
61. Payne, C., & Kaba, M. (2001). So much reform, so little change: Building-level obstacles to urban school reform. Journal of Negro Education, 2, 37-58.
62. Phillips, M. (1997). What makes schools effective? A comparison of the relationship of communitarian climate and academic climate to mathematics achievement and attendance during middle school. American Educational Research Journal, 34, 633-662.
63. Powell, A., Farrar, E., & Cohen, D. (1985). The shopping mall high school: Winners and losers in the educational marketplace. Boston: Houghton Mifflin.
64. Robinson, H. A. (1994). The ethnography of empowerment: The transformative power of classroom interaction. Washington, DC: Falmer Press.
65. Sarason, S. B. (1990). The predictable failure of school reform. San Francisco: Jossey-Bass.
66. Secada, W. G., Chavez-Chavez, R., Garcia, E., Munoz, C., Oakes, J., Santiago, I., & Slavin, R. (1998). No more excuses: The final report of the Hispanic Dropout Project. Madison, WI: Hispanic Dropout Project.
67. Shavelson, R. J., & Towne, L. (2002). Scientific research in education. Washington, DC: National Academy Press.
68. Shethar, A. (1993). Literacy and "empowerment"? A case study of literacy behind bars. Anthropology and Education Quarterly, 24, 357-372.
69. Short, D. J. (1994). Expanding middle school horizons: Integrating language, culture, and social studies. TESOL Quarterly, 28, 581-608.
70. Singer, A., & Pezone, M. (2001). A response to Annette Hemmings' "High school democratic dialogues: Possibilities for praxis." American Educational Research Journal, 38, 535-540.
71. Sizer, T. R. (1984). Horace's compromise. Boston: Houghton Mifflin.
72. Sizer, T. R. (1992). Horace's school. Boston: Houghton Mifflin.
73. Smyth, J., McInerney, P., & Hattam, R. (2003). Taking middle school leaving at its source: A case of reform in the middle years of schooling. British Journal of Sociology of Education, 24, 177-193.
74. Spindler, G., & Spindler, L. (1989). Instrumental competence, self-efficacy, linguistic minorities, and cultural therapy: A preliminary attempt at integration. Anthropology and Education Quarterly, 20, 36-50.
75. Stanton-Salazar, R., & Dornbusch, S. (1995). Social capital and the social reproduction of inequality: The formation of informational networks among Mexican-origin students. Sociology of Education, 68, 103-124.
76. Steinberg, L., Dornbusch, S., & Brown, B. (1996). Beyond the classroom: Why school reform has failed and what parents can do. New York: Simon & Schuster.
77. Strong, M. (1996). The habit of thought: From Socratic seminars to Socratic thought. Chapel Hill, NC: New View.
78. Wheatley, M. (1999). Leadership and the new science: Discovering order in a chaotic world. San Francisco: Berrett-Koehler.
79. Willis, P. (1977). Learning to labour. New York: Columbia University Press.
80. Willis, P. (2003). Foot soldiers of modernity: The dialectics of cultural consumption and the 21st-century school. Harvard Educational Review, 73, 390-414.
81. Yin, R. K. (1989). Case study research: Design and methods. Newbury Park, CA: Sage.