Dear isa,

Here is one article for you at this link http://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1817&context=ce

In the UK an important book on students' voice is:

• RUDDUCK, J., & MCINTYRE, D. (2007). Improving learning through consulting pupils. London, Routledge.

In the USA, Dana Mitra has written some useful articles on student voice:

• Mitra, D. L. (2005). Adults advising youth: Leading while getting out of the way. Educational Administration Quarterly, 41, 3, 520-553.
• Mitra, D. L. (2004). The significance of students: Can increasing “student voice” in schools lead to gains in youth development. Teachers College Record, 106, 4, 651–688.

But I'd be particularly interested to hear about student leadership in non-Western contexts. In Tigray, Ethiopia monitors play an important role in classroom management, especially in the absence of teachers: each class elects a male and a female monitor. Then, something I've not come across before: each student in the class is given a rank, based on their academic score, and the class is divided into groups of six ('networks'), with each network led by a top-ranking student, called a 'network leader'. Network leaders act as academic and behavioural models for students. This research has not been written up yet, so I can't give a reference, but I'd be interested if anyone knows of any similar practices elsewhere.

Dear İsa Dağ

See this dissertation cattle, Erlando da Silva. ... And with the word: students: study of social representations of public school students in the Federal District on the sociology in high school. 2004. 140 f., Il. Dissertation (Master in Sociology) -University of Brasilia, Brasilia, 2004. You can access here: http://hdl.handle.net/10482/13066.

Try to find literature about School Prefects in Secondary Schools in the UK

Dana Mitra from Penn State published a book entitled "Student Voice in School Reform" that focuses on student voice in a high school setting. The publisher is State University of New York (SUNY) Press.

Thank you everybody for your contributions and help. The advices are really worth.

Beauchamp College in Leicester, UK, a 14 to 19 school, has a system of student evaluation of lessons - see http://www.beauchamp.org.uk/insted/ . The school have done some internal research on how effective this is.

You might also find useful some of the work published by Rupert Higham from Faculty of Eduction-Cambridge University

Thanks Daniela. I will look it up.

Thanks Daniela, it helped too much.

We are implementing a student leadership program in my current school. Will be happy to answer some survey questions if you are willing to share some ideas with me too.

Dear Gregory,

I am working on the measurement tool right now, I will contact you as soon as I am done with the survey tool. I will be also happy to share ideas as well. 

My survey will be applied on teachers about student leadership.

Thanks for nice request.

We have very good student leadership program in our school. Ours is a Catholic school in Seattle. I came across some papers earlier. I will let you know once I find them

Thanks Srinivaas, I am looking forward to your findings. Also, I will appreciate to hear about the student leadership system that you implemented at your school.

Thanks. I will put together a file and send it to you as soon as possible.  

Although this might be slightly outside your initial area of interest, you might find some useful elements (this all an extract from the website - link contained in the text at the end):

Leadership for learning: The challenges of leading in a time of change

We are learning that using student leaders on residentials can take the pressure off staff – they become a ‘bridge’ between staff and younger students, and can enhance the residential experience for all involved. Student leaders have also benefited greatly themselves in terms of confidence, motivation, achievement and career direction.

Several Learning Away school partnerships have developed student leadership programmes that progressively train and support older students to work on residentials with younger students. Student leaders have been involved in setting up and striking camps, running sports activities, designing and running subject-specific activities, and supporting younger students during residential activities and informal time.

These programmes have, over the course of Learning Away, become an integral and highly valued part of these schools’ residentials. While staff could have viewed having extra students along as just additional work, this has proved simply not to be the case – student leaders have become integral to residential staff teams and are a crucial part of the residentials.

Three main factors have been central to the success of these schools’ student leader programmes:

1. High quality training for student leaders: Schools have developed specific training programmes for their leaders to ensure that they have the right skills both to run activities and to work with younger students in an informal setting. Sometimes these training programmes have included a residential just for student leaders to immerse them in a similar experience to the younger students, and to give them intensive time together as a group.

2. School staff provide committed, ongoing support for young leaders: Schools have identified one or two named members of staff who go through training with the young leaders, support them through their first residential experiences and prepare them for ‘solo’ experiences with less support as they become more confident. Student leaders have found this level of support and a high trust relationship with staff crucial in terms of their development and confidence as leaders.

3. Negotiating clear expectations about staff and student leaders’ responsibilities: School staff and student leaders have sat down together and planned timetables and activities for the residential. The resulting clarity has meant that everyone knows who is doing what and when, and also has an understanding of how each other works with younger students – student leader style can be a bit more informal than teacher style, but each have become equally important and accepted on residentials. As time has gone on and staff and students have both become more experienced, their expectations about each other’s roles have become much clearer.

Experience and clear expectations have also meant that everyone is more relaxed on residentials, and relationships between student leaders and staff have flourished. Student leaders have really appreciated being treated like adults and staff have become increasingly impressed about the ability and attitude of student leaders.

Student leaders have also benefited in the long term. For some of them, the experience has been life-changing and has influenced their career paths, as well as heightening their aspirations around further study or employment.

Two of the Learning Away (http://learningaway.org.uk/school-partnerships/action) research partnerships – Calderglen High School and Bulwell EAZ – are working together to develop resources to help other schools design student leader programmes for their residentials. These will be published in the 2014/15 school year; in the meantime you can learn more about these schools’ approach on their school profile pages.

Regards,

Daniela

Thanks Daniels, that helped so much.

Thank you,

Daniela

There have been some work in this area. If you simply google search  "leadership traits among selected secondary school students", you will get related scholarly journal articles, even full text and on open access.