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Student Interpretations of a School Closure: Implications for Student Voice in Equity-Based School Reform


by Ben Kirshner & Kristen M. Pozzoboni — 2011


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Cite This Article as: Teachers College Record Volume 113 Number 8, 2011, p. 1633-1667
http://www.tcrecord.org ID Number: 16161, Date Accessed: 10/23/2017 8:25:36 PM
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About the Author
  • Ben Kirshner
    University of Colorado
    E-mail Author
    BEN KIRSHNER is an assistant professor in the area of educational psychology and adolescent development at the University of Colorado. His research examines how young people learn outside of school, develop collective identities, and exercise agency in social and political arenas. Dr. Kirshner’s ethnographic research about youth activism led to findings about effective adult guidance strategies and the roots of collective agency. Recent publications include “Guided Participation in Youth Activism: Facilitation, Apprenticeship, and Joint Work” (Journal of the Learning Sciences) and “Power in Numbers: Youth Organizing as a Context for Exploring Civic Identity” (Journal of Research on Adolescence).
  • Kristen Pozzoboni
    University of Colorado
    KRISTEN M. POZZOBONI is currently a doctoral candidate in the School of Education at the University of Colorado. Her research interests include adolescent development, youth participation in school reform, and community-based research. Recent work includes participation in a study that detailed the reform of a large, comprehensive urban high school into several small schools: Cuban, L., Lichtenstein, G., Tombari, M., Evanchik, A. & Pozzoboni, K. (in press). Against the odds: Insights from one district’s small school reform. Cambridge, MA: Harvard University Press.
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