Helping Students Find Their Voices: A Study in Student Self-Advocacy

Stoltenberg, Kara

Helping Students Find Their Voices: A Study in Student Self-Advocacy

dc.contributor.advisor	Hill, Crag
dc.contributor.author	Stoltenberg, Kara
dc.contributor.committeeMember	Baines, Lawrence
dc.contributor.committeeMember	Brugar, Kristy
dc.date.accessioned	2018-12-14T19:35:18Z
dc.date.available	2018-12-14T19:35:18Z
dc.date.issued	2018-12
dc.date.manuscript	2018-12
dc.description.abstract	This study explores student perceptions of self-advocacy, as well as the ways in which self-advocacy influences student success in the classroom. While there have been multiple research studies exploring the benefits of self-advocacy instruction in special education classes or in post-secondary institutions, this qualitative cross-case study looks into the benefits of self-advocacy instruction in all secondary classrooms. To explore the complexities of self-advocacy and its relationship to success in the classroom, high school sophomores completed an open-ended survey about self-advocacy and from those responses, six students participated in a follow-up interview. Lastly, the English teachers of these six students completed a survey as well, to triangulate the findings collected from each student.	en_US
dc.identifier.uri	https://hdl.handle.net/11244/316784
dc.language	en_US	en_US
dc.subject	Secondary Education	en_US
dc.subject	Self-Advocacy	en_US
dc.subject	Qualitative Cross-Case Study	en_US
dc.thesis.degree	Master of Education	en_US
dc.title	Helping Students Find Their Voices: A Study in Student Self-Advocacy	en_US
ou.group	Jeannine Rainbolt College of Education::Department of Instructional Leadership and Academic Curriculum	en_US