Stephanie C Serriere
Biographic Data
| ID | 5180786 |
|---|---|
| NAME | Stephanie C Serriere |
| GIVEN NAMES | Stephanie C |
| FAMILY NAME | Serriere |
| SIGNATURE | SERRIERE S C |
| AFFILIATIONS | Pennsylvania State University |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 53 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 4 |
Like someone’s got you”
The necessity of providing specific forms of support to youth activists engaged in the pursuit of racial and intersectional justice is evident, especially given current unsupportive political contexts of anti-protest and anti-Critical Race Theory legislation. Hence, this qualitative research study assigns importance to the firsthand experiences of youth activists, aged 14–18, to identify external supports (outside of themselves, such as in their …
Mr. Rogers
Could Mr. Rogers—the White, heterosexual, man in a sweater and tie—be a radical force that pushed the boundariess of race, gender, and human dignity?The documentary, Won’t You Be My Neighbor?, debu
Figured Worlds of Citizenship
This article explores how two elementary school students responded to their teacher’s invitation in a civic classroom to make a difference to the world. We consider how the teacher framed the construct of civic efficacy and how the students refracted these ideas in their navigation of a civic education project. Closely analyzing these students’ experiences and responses, we question what differences are made when students are encouraged to think …
Contested Spaces of a “Failing” Elementary School
Amid the recent proliferation of teacher-led movements resisting high-stakes testing across the United States, the authors identify how a “failing” elementary school reclaimed local discourse by taking political action against top-down measures. Framed as competing modes of school reform, the authors offer the sociocultural framework of “contested spaces” to build understanding of top-down and bottom-up school reform efforts. The data are organiz…
Youth Participation in U.S. Contexts
Unlike the United Kingdom and other nations that mandate youth participation to some degree, U.S. policies instead tend to inhibit child participation rather than encourage it. Given these policy contexts, it can be challenging to locate spaces where robust opportunities for democratic participation and student voice exist. We use this article as an opportunity to examine the disciplinary, philosophical and methodological approaches that have fra…
The Role of the Elementary Teacher in Fostering Civic Efficacy
Drawing on a three-year multimethod study of civic engagement within "Dewey Elementary," this article identifies the contextual supports of civic efficacy. In particular, it works to map the role of the teacher in supporting the civic action and efficacy of six fifth-grade girls who requested changes to the school's existing lunch plan. An analysis presents four supports for the development of civic efficacy: building curriculum from life, asking…
Student Voice in Elementary School Reform
The present research examines the developmental outcomes of elementary-aged students engaged in student voice efforts. Using a case study of fifth-grade girls, the authors compare their experiences to research examining secondary school. The authors find marked similarities in the growth of agency, belonging, competence—the ABCs of youth development. The authors also notice two additional dimensions—the need to engage in discourse that allows an …
Student Voice in the Elementary Years
Service-learning is promoted widely by professional organizations (NCSS, 2001), but often with little reflection on the nature of meaningful student participation and the impact of teacher leadership styles. The authors studied mixed-age “small school” advisory groups involved in service-learning at one elementary school; observational, interview, and focus group data were collected. They present three case studies that represent various leadersh…
Carpet-Time Democracy
Although much energy has been spent designing children's books and curriculum to bring issues of diversity and acceptance into classrooms, perhaps the most meaningful and relevant curricular materials only require a digital camera and a space for students to talk about photos of their own classroom community, creating an organic and everyday curriculum. From over three years of research in a preschool classroom, the researcher-author tells how sh…
Student Voice in Elementary School Reform
The present research examines the developmental outcomes of elementary-aged students engaged in student voice efforts. Using a case study of fifth-grade girls, the authors compare their experiences to research examining secondary school. The authors find marked similarities in the growth of agency, belonging, competence—the ABCs of youth development. The authors also notice two additional dimensions—the need to engage in discourse that allows an …
Carpet-Time Democracy
Although much energy has been spent designing children's books and curriculum to bring issues of diversity and acceptance into classrooms, perhaps the most meaningful and relevant curricular materials only require a digital camera and a space for students to talk about photos of their own classroom community, creating an organic and everyday curriculum. From over three years of research in a preschool classroom, the researcher-author tells how sh…
The Role of the Elementary Teacher in Fostering Civic Efficacy
Drawing on a three-year multimethod study of civic engagement within "Dewey Elementary," this article identifies the contextual supports of civic efficacy. In particular, it works to map the role of the teacher in supporting the civic action and efficacy of six fifth-grade girls who requested changes to the school's existing lunch plan. An analysis presents four supports for the development of civic efficacy: building curriculum from life, asking…
Figured Worlds of Citizenship
This article explores how two elementary school students responded to their teacher’s invitation in a civic classroom to make a difference to the world. We consider how the teacher framed the construct of civic efficacy and how the students refracted these ideas in their navigation of a civic education project. Closely analyzing these students’ experiences and responses, we question what differences are made when students are encouraged to think …
Contested Spaces of a “Failing” Elementary School
Amid the recent proliferation of teacher-led movements resisting high-stakes testing across the United States, the authors identify how a “failing” elementary school reclaimed local discourse by taking political action against top-down measures. Framed as competing modes of school reform, the authors offer the sociocultural framework of “contested spaces” to build understanding of top-down and bottom-up school reform efforts. The data are organiz…
Student Voice in the Elementary Years
Service-learning is promoted widely by professional organizations (NCSS, 2001), but often with little reflection on the nature of meaningful student participation and the impact of teacher leadership styles. The authors studied mixed-age “small school” advisory groups involved in service-learning at one elementary school; observational, interview, and focus group data were collected. They present three case studies that represent various leadersh…
Carpet-Time Democracy
Although much energy has been spent designing children's books and curriculum to bring issues of diversity and acceptance into classrooms, perhaps the most meaningful and relevant curricular materials only require a digital camera and a space for students to talk about photos of their own classroom community, creating an organic and everyday curriculum. From over three years of research in a preschool classroom, the researcher-author tells how sh…
Student Voice in the Elementary Years
Service-learning is promoted widely by professional organizations (NCSS, 2001), but often with little reflection on the nature of meaningful student participation and the impact of teacher leadership styles. The authors studied mixed-age “small school” advisory groups involved in service-learning at one elementary school; observational, interview, and focus group data were collected. They present three case studies that represent various leadersh…
Student Voice in Elementary School Reform
The present research examines the developmental outcomes of elementary-aged students engaged in student voice efforts. Using a case study of fifth-grade girls, the authors compare their experiences to research examining secondary school. The authors find marked similarities in the growth of agency, belonging, competence—the ABCs of youth development. The authors also notice two additional dimensions—the need to engage in discourse that allows an …
Youth Participation in U.S. Contexts
Unlike the United Kingdom and other nations that mandate youth participation to some degree, U.S. policies instead tend to inhibit child participation rather than encourage it. Given these policy contexts, it can be challenging to locate spaces where robust opportunities for democratic participation and student voice exist. We use this article as an opportunity to examine the disciplinary, philosophical and methodological approaches that have fra…
The Role of the Elementary Teacher in Fostering Civic Efficacy
Drawing on a three-year multimethod study of civic engagement within "Dewey Elementary," this article identifies the contextual supports of civic efficacy. In particular, it works to map the role of the teacher in supporting the civic action and efficacy of six fifth-grade girls who requested changes to the school's existing lunch plan. An analysis presents four supports for the development of civic efficacy: building curriculum from life, asking…
Contested Spaces of a “Failing” Elementary School
Amid the recent proliferation of teacher-led movements resisting high-stakes testing across the United States, the authors identify how a “failing” elementary school reclaimed local discourse by taking political action against top-down measures. Framed as competing modes of school reform, the authors offer the sociocultural framework of “contested spaces” to build understanding of top-down and bottom-up school reform efforts. The data are organiz…
Figured Worlds of Citizenship
This article explores how two elementary school students responded to their teacher’s invitation in a civic classroom to make a difference to the world. We consider how the teacher framed the construct of civic efficacy and how the students refracted these ideas in their navigation of a civic education project. Closely analyzing these students’ experiences and responses, we question what differences are made when students are encouraged to think …
Mr. Rogers
Could Mr. Rogers—the White, heterosexual, man in a sweater and tie—be a radical force that pushed the boundariess of race, gender, and human dignity?The documentary, Won’t You Be My Neighbor?, debu
Like someone’s got you”
The necessity of providing specific forms of support to youth activists engaged in the pursuit of racial and intersectional justice is evident, especially given current unsupportive political contexts of anti-protest and anti-Critical Race Theory legislation. Hence, this qualitative research study assigns importance to the firsthand experiences of youth activists, aged 14–18, to identify external supports (outside of themselves, such as in their …
Sociology (9 works) · Pedagogy (7 works) · Political science (7 works) · Educator Training and Historical Pedagogy (6 works) · Mathematics education (5 works) · Politics (5 works) · Psychology (5 works) · Teacher Education and Leadership Studies (5 works) · Youth Development and Social Support (5 works) · Law (4 works)