| Acknowledgements | p. ix |
| Review Board | p. xi |
| About the Contributors | p. xiii |
| Researching Student Experiences in Elementary and Secondary School: An Evolving Field of Study | p. 1 |
| How Students Participate in and Make Sense of Life in Classrooms and Schools | |
| Introduction to Section One | p. 79 |
| Naming Student Experiences and Experiencing Student Naming | p. 85 |
| Teaching as Research: Puzzling over Words with Fourth Graders | p. 99 |
| School Literacy and the Development of a Child Culture: Written Remnants of the "Gusto of Life" | p. 115 |
| Dissolving Learning Boundaries: The Doing, Re-doing, and Undoing of School | p. 143 |
| "Some Things Are Fair, Some Things Are Not Fair, and Some Things Are Not, Not Fair": Young Children's Experiences of Unfairness' in School | p. 167 |
| The Role of Personal Standards in Second Graders' Moral and Academic Engagement | p. 193 |
| Mentors for Students in Elementary School: The Promise and Possibilities | p. 233 |
| "I've Decided To Change and It's Just Really Hard To, Like, Show the Teachers That" | p. 263 |
| Students' Perspectives on Good Teaching: Implications for Adult Reform Behavior | p. 283 |
| Who Students Are and How They Develop in Classrooms and Schools | |
| Introduction to Section Two | p. 315 |
| "Boys Will Be Boys"...But In What Ways? Social Class and the Development of Young Boys' Schooling Identities | p. 321 |
| Schooling, Normalisation, and Gendered Bodies: Adolescent Boys' and Girls' Experiences of Gender and Schooling | p. 347 |
| Differences in Transition: Diverse Students Navigating the First Year of High School | p. 375 |
| Building Theories of Their Lives: Youth Engaged in Drama Research | p. 405 |
| How Students Learn about Right and Wrong in the First Year of a Pakistani Private School | p. 439 |
| Schooling in the Context of Difference: The Challenge of Post-Colonial Education in Ghana | p. 463 |
| Ali: Becoming a Student-A Life History | p. 493 |
| Portraits of Self and Identity Constructions: Three Chinese Girls' Trilingual Textual Powers | p. 517 |
| Finding Their Way: Immigrant and Refugee Students in a Toronto High School | p. 555 |
| How Students Are Actively Involved in Shaping Their Own Learning Opportunities and in the Improvement of What Happens in Classrooms and Schools | |
| Introduction to Section Three | p. 579 |
| Student Voice, Student Engagement, and School Reform | p. 587 |
| Stressed-Out Students-SOS: Youth Perspectives on Changing School Climates | p. 611 |
| Toward the Pedagogically Engaged School: Listening to Student Voice as a Positive Response to Disengagement and 'Dropping Out'? | p. 635 |
| "It's Not About Systems, It's About Relationships": Building a Listening Culture in a Primary School | p. 659 |
| Using Students' Voices to Inform and Evaluate Secondary School Reform | p. 681 |
| Building Student Voice for School Improvement | p. 711 |
| Student Voice in School Reform: From Listening to Leadership | p. 727 |
| Clarifying the Purpose of Engaging Students as Researchers | p. 745 |
| Making It Real: Engaging Students in Active Citizenship Projects | p. 775 |
| Youth Research/Participatory Methods for Reform | p. 805 |
| Translating Researchers: Re-imagining the Work of Investigating Students' Experiences in School | p. 829 |
| Name Index | p. 873 |
| Subject Index | p. 888 |
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