Student Leaders

the ezine helping students
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Shane D. Lavery Gregory S C Hine (2012) Principals: Catalysts for Promoting Student Leadership 

Student leadership matters in schools. Adolescents have enormous potential as leaders. It is they who will be tomorrow’s leaders in their families, in the workplace, in the community, in the military and in government. Schools are in a unique position to develop leadership in young people. Schools are what van Linden and Fertman call “hotbeds of leadership development” (1998, p. 224). By the way school personnel model leadership, through the opportunities that they offer students to exercise leadership, and by the manner in which they mentor and support students in leadership activities, they deeply influence the leadership behaviour and development of adolescents. Principals and teachers have an important obligation to work with the students in their care to ensure that these students become the best leaders they possibly can be. 


Ian Hay & Neil Dempster     Student Leadership Development Through General Classroom Activities

Student leadership enhancement involves giving students opportunities to practice leadership skills in a supportive learning environment. It is contended that leadership can be systematically developed so that students are more proficient in: project planning; reflection; problem solving; team building; decision making; goal setting; time management; project management and resource allocation; effective communication and networking; conflict resolution; diversity awareness; and self-confidence. These 12 skills are also linked to the four academic enabling skills of: interpersonal relationships; motivation; study skills; and engagement. Using this framework it is argued that student leadership can be embedded within the school curriculum. Two sample lessons illustrate this procedure, which is being introduced into a Brisbane high school. Some feedback from participating teachers is outlined. 

Student-Driven Research

Few students are typically around at 7:30 a.m. on Wednesday at the Crawford High School Educational Complex in San Diego, California, home of four autonomous small schools. Wednesday is a "late start" day: School begins at 9:00 a.m., and teachers, administrators, and counselors spend the early-morning hours discussing various school matters. But on this June day, at the Invention and Design Educational Academy, one of the schools in the complex, the main office is bustling with the energy of 20 students. The school's morning professional development meeting is devoted to hearing about a qualitative research study recently conducted by a student co-research team.


Reed, Timothy A. (2001) Student Leaders in the Classroom: A Study of Virgina Tech Student Leaders and their Accounts of Curricular and Co-Curricular Leadership 

The purpose of this study was to identify the leadership skills students believe they learned in co-curricular activities, to determine how those skills are used in the classroom, and to discover whether those skills enhance the academic experience for students. The results of this study provide information which can aid student affairs practitioners who are seeking ways to help students make the connection between the co- curricular and curricular leadership experiences. 


Malcolm Groves    Exploring the potential for student leadership to contribute to school transformation,  Exchanges: the Warwick Research Journal Volume 1, Issue 1, October 2013 

This paper reports preliminary findings from case study research in three English secondary schools where a new or recently appointed head has incorporated stakeholder engagement as a key part of their improvement strategy. In each school, developments initiated independently by each head in relation to student leadership are reported. These appear to be re-thinking the boundaries of current practice in relation to student voice, particularly with respect to developing the leadership role of students as agents of change and in beginning to extend that beyond the school into their communities. The research focuses on seeking to understand the processes of change in each case. The models and practices adopted by each head in implementing change are analysed and the effects of this experience, as reported by the students, are considered. Initial findings highlight factors that appear to contribute to successful developments, and the paper concludes with suggestions for further research and investigation to confirm this. 







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