Student Co-researchers: How principals can recruit, train and enlist the help of students to examine what works and does not work in their schools.

Yonezawa, S & Jones, M. (2007), “Student Co-researchers: How principals can recruit, train and enlist the help of students to examine what works and does not work in their schools”, NAASP Bulletin, Vol 9 No. 4, 322-342.

Summary
The research focuses on 11 high schools in San Diego whose principals, looking for ways to improve teaching and learning, worked in conjunction with UCSD’s CREATE (Center for Research on Educational Equity) program to use students as co-researchers in order to provide ways for teachers and administrators to actively engage in school reform. The research took place over a 2 year period where high school students worked alongside university researchers to interview teachers and gather data then debriefed with principals. The students groups which participated as co-researchers consisted of a variety of backgrounds, ethnicities, and academic backgrounds. The students were chosen as represented of each schools demographics. The purpose was to help educators develop a deeper understanding of the role student voices can play in teaching, learning, engagement and social justice.
Students gathered information in a two primary methods; some conducted interviews with teachers, while others participated in class observations. All finding were presented directly back to the school principals in a debrief session where principals were given opportunities to ask deeper more clarifying questions regarding the findings. Some of the findings that students reported on where less student engagement in large classes, inequitable class size in various classes and a better appreciation for teachers efforts. Student researchers were also encouraged to offer suggestions, which some principals welcomed.
In conclusion, the researchers at the CREATE program realized the design and implementation o student co-research teams need to be very carefully planned out by principals and teachers. Teachers need to be briefed about the purpose and students must be carefully trained on how to collect data. Overall, the findings showed that student voice is an important contribution when principals and administrators are considering reform.