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作者

来源

URBAN EDUCATION,Vol.52,Issue4,P.525-552

语言

英文

关键字

middle school; programs; no child left behind; cultural responsiveness; social; academic achievement; urban education; school reform; youth development

作者单位

[Horn, Brian R.] Illinois State Univ, Elementary Educ, Sch Teaching & Learning, Normal, IL 61761 USA. Horn, BR (reprint author), Illinois State Univ, Campus Box 5330, Normal, IL 61790 USA. E-Mail: bhorn@ilstu.edu

摘要

This article explores student empowerment in a restructured urban Title I middle school. The study includes data from eight participants in an action research project that involved a critical inquiry unit in an eighth-grade language arts class that asked students, How are you empowered and disempowered by school? Findings reveal that although No Child Left Behind (NCLB) policies are said to empower students, student empowerment is rather a negotiated process that requires teachers to help students develop an eye for fairness, create opportunities for them to express themselves in new ways, and encourage them to learn from one another.