Abstract
ABSTRACTIn this article, research tracing the historical progression of agency within recent educational reforms and empirical research from a variety of classrooms (geographic regions and grade levels) is discussed to document the power of agency across contexts. This article aims to propose a collaborative way of thinking about student agency from across the literature and provides insight into how to promote agency in classrooms today. The main focus is placed on examining structures and supports conducive to supporting student agency.
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