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2018
Volume 113, Issue 4
  • ISSN: 0013-8274
  • E-ISSN: 2161-8895

Abstract

An educator considers the value of an iterative design process for enacting and sustaining a youth participatory action research program in a public high school.

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2024-03-01
2026-03-08
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References

  1. Buckley-Marudas M. F., Ellenbogen C., & Oscar R. (2022) Youth-led research for social action: A community collaborates. Journal of Literacy Innovation, 7(1), 51–73.
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  2. DeJaynes T., & Curmi-Hall C. (2019) Transforming school hallways through critical inquiry: Multimodal literacies for civic engagement. Journal of Adolescent & Adult Literacy, 63 (3), 299–309.
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  3. Fletcher J. (2019, May 7). A framework for whole-class discussions. Edutopia. https://www.edutopia.org/article/framework-whole-class-discussions/
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  4. Mirra N., Filipiak D., & Garcia A. (2015) Revolutionizing inquiry in urban English classrooms: Pursuing voice and justice through youth participatory action research. English Journal, 105 (2), 49–57.
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  5. Mitchell C. J. (1984) Typicality and the case study. In Ellen R. F. (Ed.), Ethnographic research: A guide to general conduct (pp. 238–241). Academic Press.
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  6. Quarter 1 lesson plans. (n.d.). YPARinSchool. https://yparinschool.com/quarter-1-lesson-plans/
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  7. UC Berkeley. (n.d.). Lesson plan: Introduction to research. YPAR Hub. https://docs.google.com/document/d/1Cl_QgAduAuaIsRiZVE_C1QtAuNk1KDj9/edit
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  • Article Type: Research Article
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