Staff Publications

Since 1989, the Quaglia Institute staff has published widely on the topics of student voice and aspirations and voice. Many of the articles listed here are available for download, and books are available through Corwin and ASCD.

  • As we prepare to welcome students back to brick and mortar classrooms, we can pool our most creative thinking, learn together, and move forward with a celebratory and strong spirit.

  • Practical Tips to Make Student Voice the Cornerstone of Your Online Classes

    Dr. Russell Quaglia, Dr. Kristine Fox, Heather Esposito

    May 2020

    Educators who are committed to amplifying student voice know that voice thrives in a classroom built upon trust, respect, and a sense of community.



  • In the midst of the COVID-19 pandemic it is important to recognise which aspects of teaching and learning you can control and which you cannot.

  • Rather than "fix" things for students, we need to engage them in decision making. We need to learn with them what will work for them as they navigate through this transition to online learning.

  • 10 steps to incorporating student voice into remote learning

    Dr. Russell Quaglia, and the staff of the Quaglia Institute and the Australian Institute for Voice and Aspirations

    April 2020

    While everything feels different these days, student voice remains as important as ever. This article shares ten pieces of advice on how to infuse student voice into online learning, give students some control during this chaotic and seemingly uncontrollable time, and keep students meaningfully engaged.

  • COVID-19: An opportunity to listen, learn, and lead with our children

    Dr. Russell Quaglia, Dr. Lisa Lande

    March 2020

    As educators and families consider new approaches to learning during prolonged school closures, an intentional effort must be made to listen to our children, learn from what they have to say, and lead together to help heal the world.

  • Not Finding Their Voice

    Dr. Russell Quaglia, Michelle Brait

    October 2019

    Students feeling they have a voice is a key indicator of emotional safety. Surveys show there's not enough of either in schools.

    What would happen if all students felt valued and had a powerful voice in school? Might it create a safer environment? Our research at the Quaglia Institute for School Voice and Aspirations suggests that it would. When students have a "voice" in school, they feel more known, valued, and cared about and have a stronger sense of self-worth.

  • Student Voice: A Way of Being

    Dr. Russell Quaglia, Dr. Kristine Fox

    April 2018

    Lead article, written by Dr. Quaglia and Dr. Fox, published in the Australian Educational Leader, Vol 40 Term 1 2018. You can read the full article on the AEL website. Please note this article can only be viewed as part of a paid membership to AEL.

  • Cay and Adlee Find Their Voice

    Russell J. Quaglia, Cali Quaglia

    December 2017

    The world is a noisy place. It's full of voices, but what are they all for? How are they different, and how do people use their voices to be heard?

    Created by Dr. Russ Quaglia and his daughter Cali—along with award-winning illustrator Daniel Minter—Cay and Adlee Find Their Voice supports the Quaglia Institute's work around the importance of student voice. For ages 4-7.

  • Parent Voice: Being in Tune With Your Kids and Their School

    Russell J. Quaglia, Kristine Fox, Deborah Young

    October 2017

    Find your best voice to inspire your child to reach their aspirations: With no single or right formula to teach, reassure, or help a child, no precise age gauge for first experiences, and blurry lines between clear, obvious, and gut decisions, how can a parent know what is best or right in the course of their child's education?

  • Engagement by Design

    Douglas Fisher, Nancy Frey, Russell J. Quaglia, Dominique B. Smith, Lisa L. Lande

    September 2017

    Engaging Students for Success Through Purposeful Design: Every teacher wants engaged students. No student wants to be bored. So why isn't every classroom teeming with discussion and activity centered on the day's learning expectations?

  • Young Voice, Big Impact

    Kristine Fox

    November 2016

    Students want to be heard. They perceive asking questions as the primary avenue for being heard. Provide students with opportunities beyond asking questions to express their ideas, opinions, and concerns.

  • Aspire High

    Russell J. Quaglia, Michael J. Corso, Kristine Fox, Gavin Dykes

    November 2016

    The world's best high school may be a dream, but it's not out of reach. It's a model drawn from research, observations, focus groups, and interviews, and each aspect of its success exists in a real school today.

  • Teacher Voice

    Dr. Russell Quaglia and Dr. Lisa Lande

    August 2016

    Help teachers find their voice and positively influence meaningful school change with this inspiring guide from student aspirations pioneers Russell Quaglia and Lisa Lande. You'll discover practical action steps, teacher interviews, in-depth research, and more. Improve retention, innovation, professional development, and student achievement with this breakthrough guide!

  • Parents and families provide unique perspectives about their children. They experience their child's fears, joys, excitements and disappointments on a daily and sometimes even hourly basis. As educators who advocate for School Voice work, we should welcome these insights into the life of our schools.

  • Principal Voice

    Dr. Russell Quaglia

    June 2016

    Good principals know that empowering student voices is essential. But what about their own voice? If principal voice is not articulate, trustworthy and strong, how can the school achieve progress?

  • Make An Impact

    Russ Quaglia; Peter DeWitt

    May 2016

    Hone your principal voice by listening, learning, and leading, as well as speaking for yourself.

  • A Lesson in Listening

    Dr. Russell Quaglia, Dr. Kristine Fox

    May 2016

    Published in RSA Journal Issue 1 2016.
    Dr. Russ Quaglia and Dr. Kristine Fox discuss why empowering students to find - and use - their voice is the first step on the road to creativity in education.

    Please note you will need to download the PDF version of the journal - this article is on page 46.

  • Teacher Voice: Problem or Potential?

    Russell J. Quaglia, Lisa L. Lande

    March 2016

    Take steps to enrich the voice of your vocal and not-so-vocal teachers.

  • Turn Up the Volume

    Russell Quaglia, Michael Corso

    January 2016

    Russell Quaglia and Michael Corso share the three steps to turn up the volume on student voice. Are you ready to listen to, learn from and lead with your students?

  • Student Voice: Turn Up The Volume 6-12 Activity Book

    Russell J. Quaglia, Michael J. Corso and Julie Hellerstein

    August 2015

    A companion piece to the K-8 guide, this extraordinary activity book by internationally acclaimed experts Dr. Russell Quaglia, Dr. Michael Corso and Julie Hellerstein implements the 3 Guiding Principles and 8 Behaviors and Conditions that will help your students soar to success!

    Order Student Voice: Turn Up The Volume 6-12 Activity Book

  • Student Voice: Turn Up The Volume K-8 Activity Book

    Russell J. Quaglia, Michael J. Corso and Julie Hellerstein

    August 2015

    Help your students reach their fullest potential. Create unique learning experiences adaptable to their needs and aspirations. Based on hundreds of teacher and student interviews, the authors implement the 3 Guiding Principles and 8 Behaviors and Conditions that profoundly affect student success in grades K-8.

    Order Student Voice: Turn Up the Volume K-8 Activity Book




  • Teacher Voice: Myth? Or Long Overdue?

    Dr. Russell J. Quaglia; and Dr. Lisa L. Lande

    June 2015

    Education Week: Finding Common Ground.
    A guest post co-authored by Lisa Lande and Russell Quaglia from the Teacher Voice and Aspiration International Center. "Now is the time to amplify teacher voice as a valuable resource in school change efforts".

  • The Word on Voice

    Russell J. Quaglia

    June 2015

    Russell Quaglia explains why it's time to start listening to students and teachers.
    Principal, May/June 2015

  • Student Voice: Pump It Up!

    Russ Quaglia & Michael Corso

    September 2014

    The importance of strong relationships is a common denominator in the thousands of books and articles about principalship. Relationships with peers, teachers, parents, community members, and even politicians are paramount for the survival and success of most school leaders. In this article in Principal Leadership magazine (September 2014) the importance of building relationships with students addressed.

  • Student Voice: The Instrument of Change

    Russell J. Quaglia and Michael J. Corso

    August 2014

    Students should be central to any educational reform agenda. Student Voice: The Instrument of Change shows how you can achieve this with the Listen, Learn, and Lead approach: ask young people their thoughts and truly listen, learn from what students say, and utilize what you learn to be an effective leader of change.

    Order Student Voice: The Instrument of Change

  • Student Voice and Resilience in Learning

    Kristine Fox, Megan Bedford, and Brian Connelly

    September 2013

    Although research has a lot to say about how to foster academic resilience, encouraging student voice - which an abundance of research shows to have a positive effect on school success - has been largely overlooked (Mager & Nowak, 2012; McNulty & Quaglia, 2007; Mitra, 2004). This ASCD Express article looks at how student voice and academic success are inextricably linked - even among students from challenged backgrounds.

  • Q&A with QISA's President and Founder, Dr. Russell Quaglia, featured in the American School Board Journal.

  • Where Student, Teacher, and Content Meet: Student Engagement in the Secondary School Classroom

    Michael J. Corso, Matthew J. Bundick, Russell J. Quaglia, and Dawn E. Haywood

    July 2013

    Student engagement is a much discussed topic in schools today. Engaged students are more likely to be academically motivated and to enjoy success in their classes. Published in the American Secondary Education Journal (Volume 41, Number 3, Summer 2013), this article focuses specifically on how engagement works in the classroom as a function of the interactions between students, teachers, and the class content.

  • Living the Mission

    Michael Corso, Linda Lucey, and Kristine Fox

    October 2012

    This look at successful schools whose mission statements drive all decisions was featured in the October 2012 American School Board Journal. Includes case studies and the top three steps schools can take to start living out their own mission statements.

  • This is a commentary draft of the paper presented by Dr. Matthew J. Bundick at the American Educational Research Association (AERA) 2012 Conference in Vancouver, BC, Canada.

  • Student Voice

    Kristine Fox

    January 2012

    This look at getting elementary school students involved in their learning, published as a Web Exclusive in NAESP's January/February 2012 Principal, includes analysis of My Voice student survey data with subsequent actions educators can take to encourage student voice in their schools.

  • The Successful Practices Network, the International Center for Leadership in Education, and the Council of Chief State School Officers, with support from the Bill and Melinda Gates Foundation, embarked on a five-year high school initiative to identify, analyze, enrich, and disseminate the nation's most successful schoolwide practices and policies as a way to achieve a rigorous...

  • Got Opportunity?

    Russell J. Quaglia, Kristine M. Fox, and Michael J. Corso

    November 2010

    This article, published in ASCD's Educational Leadership, examines how students' views about their opportunities in school and about student-teacher relationships correlate with students' levels of motivation, effort, and achievement. After analyzing survey responses, the authors conclude that the "opportunity gap" some students face has three key elements: the expectations gap, the relationships gap, and the participation gap.

  • Rigor, Relevance, and Relationships

    Raymond J. McNulty and Russell J. Quaglia

    September 2007

    How can students meet high academic standards if they don't believe in their ability to do so? This article, featured in AASA's The School Administrator, promotes an instructional framework for unlocking the door to engage high school students to learn at appropriate levels.

  • Eight Ways to Motivate Your Staff

    Sara E. Quay and Russell J. Quaglia

    January 2005

    Published in NAESP's Principal (January/February 2005), this article describes eight conditions that principals can support to motivate faculty and staff to achieve their fullest potential.

  • Sam's Adventures in School

    Russell Quaglia, Sara Quay, and Daniel Minter

    January 2005

    This beautifully illustrated book helps adults talk with children about the 8 Conditions. Each story focuses on one of the Conditions, and is followed by questions and prompts to help adults and young people talk about their own experiences.

  • Creating a Classroom Culture that Inspires Student Learning

    Sara E. Quay and Russell J. Quaglia

    February 2004

    This article, published in The Teaching Professor, provides an overview of how the 8 Conditions can inspire student learning in the classroom.

  • Student Aspirations: Eight Conditions That Make a Difference

    Russell J. Quaglia & Kristine M. Fox

    May 2003

    This inspirational book stresses the importance of developing student aspirations - the ability to identify and set goals for the future, while being inspired in the present to work toward those goals. Based on more than 20 years of research, the book identifies eight conditions as being necessary to foster student aspirations - Belonging, Heroes, Sense of Accomplishment, Fun and Excitement, Curiosity and Creativity, Spirit of Adventure, Leadership and Responsibility, and Confidence to Take Action.

  • This book provides K-5 teachers with 72 classroom activities designed to empower and motivate their students' hopes and dreams. The activities include reading and writing, group discussions, games, stories, role plays, music, art, and more. The authors' creative and engaging approach is based on solid research and is shaped by the 8 Conditions that Make a Difference.

  • This book provides 6-8 teachers with 72 classroom activities designed to empower and motivate their students' hopes and dreams. The activities include reading and writing, group discussions, games, stories, role plays, music, art, and more. The authors' creative and engaging approach is based on solid research and is shaped by the 8 Conditions that Make a Difference.

  • This book provides 9-12 teachers with 72 classroom activities designed to empower and motivate their students' hopes and dreams. The activities include reading and writing, group discussions, games, stories, role plays, music, art, and more. The authors' creative and engaging approach is based on solid research and is shaped by the 8 Conditions that Make a Difference.

  • This book uses the 8 Conditions as a framework for improving school leadership. Administrators are presented with challenges, reflections, and action steps for effectively using the 8 Conditions as a leadership model.

  • Published in the NASSP Bulletin, this article shares an approach to make schools safer places for students using the 8 Conditions.

  • The Student Aspirations Survey: Assessing Student Effort and Goals

    Jonathan A. Plucker and Russell J. Quaglia

    April 1998

    Published in Educational and Psychological Measurement, this article presents theory and research on intellectual achievement that suggests a seldom-examined factor, student aspirations, plays an integral role in students' educational accomplishments.

  • Moving Beyond School-Business Partnerships and Creating Relationships

    Casey Cobb and Russell J. Quaglia

    April 1994

    This paper describes the various types of school-business partnerships that exist in rural America. Data were derived from an extensive review of literature and limited field observations and interviews. Findings indicate that little formal research has been conducted on reform-model, school-business partnerships. Two strands of thought regarding the organizational and personal interactions between schools and businesses are identified--the partnership domain and the relationship domain. The partnership domain is characterized by a static process, a well-defined...

  • The Three Phases of Change

    Russell J. Quaglia and David W. Brown

    August 1994

    Published in the American School Board Journal (Vol. 181, No. 8), this article discusses school districts that are implementing change through the phases of investigation, facilitation, and cultivation, and where staff members are encouraged to develop professionally according to their individual choices and their levels of success and commitment.

  • Open Up TWM: Make Room for School Restructuring Through Aspirations

    Constance M. Perry and Russell J. Quaglia

    July 1993

    This paper, published in Education (Vol. 113, No. 4) describes the components of the University of Maine's Aspirations School Improvement Project (ASIP) which is designed to raise student and staff aspirations as a strategy for school improvement.

  • This paper, published in Rural Educator (Vol. 13, No. 2) highlights the importance of increasing student and staff aspirations as a component of effective schools and describes a rural school improvement project developed at the University of Maine. The Aspirations Project involves university school partnerships with four rural Maine school systems.

  • This paper, published in the Reading Recovery Council of North America's Literacy Teaching and Learning (Volume 3, Number 1), represents an effort to connect practices of the Reading Recovery (RR) program with known conditions for student aspirations. The implications of this work suggest that investing effort in RR may affect not only children's literacy development, but also their aspirations, which are generalizable to other areas of the children's lives.

  • Toward a Theory of Student Aspirations

    Russell J. Quaglia and Casey D. Cobb

    December 1996

    Student aspirations is a term that is used frequently in education, yet there is little understanding and agreement as to what it means and even less understanding about its origin. The purpose of this paper, published in the Journal of Research in Rural Education (Vol. 12, No. 3) is to trace some of the key historical perspectives of the construct of aspirations, and from this backdrop introduce a new manner in which to view student aspirations.

  • The roles of state boards of education, state education agencies, and chief state school officers are examined in this paper, distributed by ERIC Clearinghouse. A review of governance models beginning with colonial days and ending with consideration of recent research on the functioning of state boards of education is provided, and it is concluded that state boards have wide discretionary powers, but are constrained by a lack of financial and political influence. This finding contradicts...

  • Published in Planning and Changing (Vol. 21, No. 2), this paper examines how, as state legislatures have become increasingly involved in establishing educational policy, state boards' authority has diminished.

  • An experiential course in administrative practice was designed at the University of Maine to address public and professional demands for competency-centered preparation courses. The course employs a predesigned case study replicating a school setting to move students beyond theory and into the interpersonal relationships and personal dimensions of school leadership practices. The underlying conceptual framework that guided course development is presented in three sections: (1) a description of the laboratory course design and structure; (2)...

  • Published in Research in Rural Education (Vol. 5, No. 3), this paper examines the experiences and socialization process of beginning teachers. Finds that entry experiences often include unmet expectations that cause stress, frustration, and ultimately lead to exit from the profession. When attributing meaning to surprising events, beginning teachers rely on organizational and individual inputs.

  • Published in Research in Rural Education (Vol. 6, No. 2), this paper argues that high student aspirations are part of a positive school climate and an important component of school effectiveness strategies. Outlines research needed to clarify these relationships and to examine the impact of teacher and staff behavior on student aspirations.

  • This article, published in School Counselor (Vol. 38, No. 3) presents selected data comparing aspirations of rural youths with those of suburban and urban youths; discusses the roles of the school counselor and of the principal to examine how these roles relate to the fostering of student aspirations; and offers workable solutions for the principal and school counselor to work collaboratively in the school to enhance student aspiration.

  • A Study of Underlying Variables Affecting Aspirations of Rural Adolescents

    Russell J. Quaglia and Constance M. Perry

    April 1995

    This paper, published in Adolescence (Vol. 30, No. 117), examines aspirations in a different light by analyzing variables which can be directly influenced by the student, family, and/or school personnel. Aspirations are comprised of two major components - inspiration and ambitions.