Full metadata
Title
The framing of community in high school guiding statements: a comparative analysis of traditional public schools and charter schools
Description
This study describes how the concept of “community” is framed in traditional public and charter high school guiding statements and interviews with school leaders. Guiding statements from public high schools in Arizona were analyzed and interviews were conducted with principals from traditional public schools and charter school principals. The findings suggested similarities between traditional public high schools and charter high schools in their framing of the concept of community, suggesting that schools are loosely coupled to state and federal education departments in particular, and to varying degrees at the district level: The guiding statements and high school leaders generally distinguished between the “school as community” frame inside the school and the “the local community” frame focused on the community outside of the school. Both traditional public high schools and charter schools emphasized the importance of both frames and their connections with “the local community.” Differences between traditional public schools and charter schools were observed, as schools appeared to attempt to legitimize themselves in different ways to the communities they are located in. Despite open enrollment policies leading to inter-district enrollment, traditional public schools have a mandate to primarily serve students from a specific area and were framed in the guiding statements and by school leaders as being part of and serving a geographically defined community that they have close ties to, the “school as a member of community” frame. Charter schools, on the other hand, focused on creating and serving a specific educational community characterized by shared interests, ideals, and expectations (‘school as community”) and contributing to the community that the school is located in (“school as a contributor to community”).
Date Created
2018
Contributors
- Schreiber, Constantin (Author)
- Fischman, Gustavo (Thesis advisor)
- Anderson, Kathrine (Committee member)
- Powers, Jeanne M. (Committee member)
- Beardsley, Audrey (Committee member)
- Arizona State University (Publisher)
Topical Subject
Resource Type
Extent
viii, 174 pages : illustrations (some color)
Language
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.49085
Statement of Responsibility
by Constantin Schreiber
Description Source
Viewed on September 12, 2018
Level of coding
full
Note
Includes vita
Partial requirement for: Ph.D., Arizona State University, 2018
Note type
thesis
Includes bibliographical references (pages 156-171
Note type
bibliography
Field of study: Educational policy and evaluation
System Created
- 2018-06-01 08:01:40
System Modified
- 2021-08-26 09:47:01
- 2 years 8 months ago
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