Hogan, Jamie Jordan
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The purpose of this interpretive study was to explore the possibilities of using Youth Participatory Action Research (YPAR) in the middle school English classroom. Using a grounded theory approach, data was collected over the course of a six week period in an eighth grade English class. As the impact of YPAR was explored in this study, so, too, were the tools and resources selected by the study participants to execute their action research projects. Findings indicated that, despite the confining structure of the traditional school day and the cumbersome curricular demands, YPAR provides an engaging, dialogic approach to performative inquiry where student voices and interests guide the work. Findings also highlight that specific digital tools and resources were used by study participants to accomplish this work. The collective findings of this study have implications for pre-service teacher educators, secondary teachers, secondary instructional coaches, administrators and literacy researchers.