Student-run scholastic journalism programs provide students with opportunities to choose their assignments, participate in feedback, and create for a real-world audience (Madison et al., 2019; Smagorinsky, 2002; Warrington et al., 2018). To understand the lived experience of high school students as they participated in an autonomy-supportive learning environment and understand if this experience changed overtime, this narrative case study gathered interview and questionnaire data from the students in a scholastic journalism course throughout the 2020 fall term. Thematic coding of the data suggests that students had an overall positive experience in the autonomy-supportive learning environment and that three key factors played a role in this experience: being afforded opportunities for choice, the connection students saw between journalism and the real world, and the classroom community. Furthermore, this study suggests that students in an autonomy-supportive course gain more comfort overtime with both the class structure and the class content.<\/p>\n\n\n\n
Zoom Link: https:\/\/buffalo.zoom.us\/j\/94899444594?pwd=NWl6NjNreDBCZEtRNjFranZNY1ZSZz09<\/a><\/pre>\n","protected":false},"excerpt":{"rendered":"Kari A. Koshiol Student-run scholastic journalism programs provide students with opportunities to choose their assignments, participate in feedback, and create for a real-world audience (Madison et al., 2019; Smagorinsky, 2002; … Continue reading Freedom of the Student Press: The Student Experience in an Autonomy-Supportive Journalism Classroom<\/span>