Degree Date

9-29-2025

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Education

First Advisor

Dr. Jana Hennen-Burr

Abstract

This qualitative action research study examined how having students cocreate secondary English Language Arts (ELA) curriculum alongside teachers influenced student engagement and ownership of learning and staff attitudes toward cocreation. Conducted in a Midwestern U.S. public high school ELA department, the study involved four student and four educator participants, all of whom engaged in restorative-style focus groups with a larger number of students and teachers to collaboratively generate ideas for new course offerings. The study students and adults then participated in small-group semi structured interviews. Data were collected through audio-recorded group discussions, individual interviews, and researcher memos and were analyzed thematically using inductive and deductive coding. Findings indicated that structured opportunities for students to contribute to curriculum decisions fostered a stronger sense of agency, increased perceived relevance of learning experiences, and enhanced collaborative relationships with teachers. Student participants also described greater motivation and investment in coursework when their perspectives were visibly integrated into instructional planning. Staff participants reported that the cocreation process challenged traditional teachercentered practices, prompted reflection on their own facilitative roles, and revealed both the promise and complexity of authentically sharing curricular decision-making power with students. These results suggest that integrating student voice into curriculum development can promote more equitable, engaging, and authentic learning in secondary ELA. Practical strategies for educators seeking to reform traditional top-down curriculum design processes are offered.

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