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• W348085474 abstract "s written by Clearinghouse staff conclude with the writer's initials: Jane McClellan. This content downloaded from 207.46.13.172 on Tue, 23 Aug 2016 05:55:06 UTC All use subject to http://about.jstor.org/terms NCTE/ERIC SUMMARIES & SOURCES 445 activists and isolationists alike, despite the forms in which their discontent sometimes finds expression. Mark Chesler is representative of this persuasion, urging student involvement in educational planning for reasons of moral justice and political appropriateness as well as to increase student productivity: Research studies indicate that people are more likely to increase their learning and commitment to an when they are involved in making important decisions about that organization (Educational Leadership, October 1970). It is significant that Chesler also advocates student involvement to cool the crisis situation in America's secondary schools. But even those who are convinced of the importance of student involvement must face the further task of deciding the degree of involvement students should be allowed. Michael Kaye's article in Educational Leadership (February 1970) is an eloquent defense of giving students full and effective power to influence all aspects of their education, not because they necessarily know how to use it, but so they can learn how. Kaye believes that students should have all the freedom and power they choose to exercise, and his school (Pacific High School in Palo Alto, California) is an operational expression of this belief. However, as Floyd Honn indicates, there are several layers on which participation is possible (Journal of Secondary Education, March 1970). It may take the form of a single class in which the students themselves determine what they will study; such a class as Peter Stapleton describes in his April 1971 English Journal article. It may mean a department-wide involvement of students in curriculum planning, as in the Individual Fulfillment English Curriculum in which, according to Kent Gill, learners determine what they will learn, motivated by their own innate curiosity and a native desire to learn that which is meaningful and interesting (English Journal, April 1971). Or, it may involve wider-reaching changes. Stanley Combs suggests that school-wide student participation in curriculum development can originate from: interested students, feedback from informal discussions, departmental work, student government, faculty-student committees, questionnaires, s udent r presentation on curriculum committees, class time given to discussion of curriculum, and 'speak-ups'. While his survey of California schools revealed that advisory councils (consisting of administrators, faculty members, students, and parents) were the most popular means of involving students in school-wide curriculum planning, it also indicates that students might also become involved in curriculum planning at the district level as student ambassadors. None of these ways of involving students is without drawbacks. Difficulties which Stanley Combs found to beset those attempting to implement student-planned curriculums included faculty resentment and student disinterest. Nonetheless, those who have managed to implement such programs successfully believe them to be well worth the effort they required. The following eleven ERIC documents were selected to provide English teachers and administrators with further information about student participation in the educational process so that they might be able to better evaluate this trend in secondary education. The abstract of each document is followed by a list of descriptors denoting the major concepts treated in the complete text of the document." @default.
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• W348085474 date "1972-03-01" @default.
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• W348085474 title "NCTE/ERIC Summaries & Sources: Student Unrest and Student Participation in Curriculum Planning" @default.
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