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Useful if taking more a reflective route with my weekly meeting students...not sure if this is what I want to do but this article seems relevant and interesting

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Assessing the level of student reflection from reflective journals

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The concept of reflective learning has been widely adopted in many of the nursing curricula today Reflective learning is of particular relevance to the education of professionals, as it encourages st...

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Examining Our Lore: A Survey of Students' and Tutors' Satisfaction with Writing Center Conferences
-Contains survey of writing center methods and student satisfaction! Would be really cool to use as theory but also to pull survey questions from.

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Methods to assess student success with writing center participation...provides areas to research and study

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By examining one writing center's role in student success, this project offers two examples of the way writing centers impact student engagement. This analysis models a methodology that writing and learning center directors can utilize in order to foster effective communication with stakeholders. By conducting data-driven assessment, directors can begin to gather materials with which to negotiate with administrators and situate their centers at the core of student engagement. This work offers a methodology and sample data that produces critical inquiry and the requisite assessment that articulates writing center value. (Contains 4 tables, 1 figure, and 1 footnote.)

Descriptors: Learner Engagement, Writing (Composition), Learning Centers (Classroom), Learning Resources Centers, Learning Laboratories, Institutional Role, Effective Schools Research, Organizational Communication, Inquiry, Evaluation Methods, Success, Models, Program Effectiveness, Program Evaluation, Value Judgment

National College Learning Center Association. Web site: http://www.nclca.org/tlar.htm

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ERIC - EJ973400 - Critical Inquiry and Writing Centers: A Methodology of Assessment, Learning Assistance Review, 2012

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By examining one writing center's role in student success, this project offers two examples of the way writing centers impact student engagement. This analysis models a methodology that writing and learning center directors can utilize in order to foster effective communication with stakeholders.

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Stream 3: Writing Support in relation to Student Success

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Stream 3: Writing Support in relation to Student Success

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Writing Center Philosophy and the End of Basic Writing: Motivation at the Site of Remediation and Discovery
Heather M. Robinson
Journal of Basic Writing
Vol. 28, No. 2 (FALL 2009), pp. 70-92 (23 pages)
Published By: City University of New York
This may be interesting even though it talks about a college WC, because it speaks on what these centers can do for student aid, as well as how student success is measured when using a WC

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This seems extremely interesting to both student voice through writing assignments, as well as student decision making in their own learning...

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This seems extremely interesting to both student voice through writing assignments, as well as student decision making in their own learning...

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Abstract
Every way of thinking is both premised on and generative of a way of naming that reflects particular underlying convictions. Over the last 15 years, a way of thinking has reemerged that strives to reposition students in educational research and reform. Best documented in Australia, Canada, England, and the United States, this way of thinking is premised on the following convictions: that young people have unique perspectives on learning, teaching, and schooling; that their insights warrant not only the attention but also the responses of adults; and that they should be afforded opportunities to actively shape their education. Although these convictions mean different things to different people and take different forms in practice, a single term has emerged to capture a range of activities that strive to reposition students in educational research and reform: "student voice." In this discussion the author explores the emergence of the term "student voice," identifies underlying premises signaled by two particular words associated with the term, "rights" and "respect," and explores the many meanings of a word that surfaces repeatedly across discussions of student voice efforts but refers to a wide range of practices: "listening." The author offers this discussion not as an exhaustive or definitive analysis but rather with the goal of looking across discussions of work that advocates, enacts, and critically analyzes the term "student voice."

Notes

1 In the 1960s and 1970s there was a wave of similar thinking, but it did not then catalyze long-term revision or change. For discussions of these earlier efforts, see Levin () and Rudduck ( 2002 (2002). The 2002 SERA lecture: The transformative potential of consulting young people about teaching, learning and schooling. Scottish Educational Review, 34(2), 133-137. , in press).

2 In this discussion, "young people" and "students" refer to school students-students at the elementary and secondary, not college, levels.

3 For a very thorough and thought-provoking discussion of the history, basis, and trends in research on students' experiences of school, see Thiessen (in press).

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Sound, Presence, and Power: "Student Voice" in Educational Research and Reform

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Abstract Every way of thinking is both premised on and generative of a way of naming that reflects particular underlying convictions. Over the last 15 years, a way of thinking has reemerged that strives to reposition students in educational research and reform.

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Helping Students Add Voice to Their Writing.

Ozvold, Lori

ISSN: 1068-378X

Teaching and Change , 1997, Vol.4(4), p.312

This is something that is being done in the RWC via tutoring, and it has helped tremendously with college essay. I am wondering if this article will be able to provide the affects of this "voice" in writing...academically and confidence-wise

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not great, but getting there. some good key points to reflect on 

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not great, but getting there. some good key points to reflect on 

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Negotiation: Student-Teacher Collaborative Decision Making in an Integrative Curriculum.Smith, J. LeaNegotiation: Student-Teacher Collaborative Decision Making in an Integrative Curriculum. , 1993

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Negotiation: Student-Teacher Collaborative Decision Making in an Integrative Curriculum.Smith, J. LeaNegotiation: Student-Teacher Collaborative Decision Making in an Integrative Curriculum. , 1993

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no full-text available, but took me a while to find an article that sounded remotely close to what I want to research for this stream...
many titles are misleading but this talks about student choice in curricular content, as well as activity style and the success that comes from that

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What happens to student academic success when there is weekly communication between student and tutor?

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What happens to student academic success when there is weekly communication between student and tutor?

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What happens to student engagement when there is weekly communication between student and tutor?

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What happens to student engagement when there is weekly communication between student and tutor?

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What happens when writing is focused on student concern?

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What happens when writing is focused on student concern?