Matching Items (4)
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- All Subjects: School budgets
- Creators: Schugurensky, Daniel, 1958-
- Creators: Aldakheelallah, Abdullah
Description
Does school participatory budgeting (SPB) increase students’ political efficacy? SPB, which is implemented in thousands of schools around the world, is a democratic process of deliberation and decision-making in which students determine how to spend a portion of the school’s budget. We examined the impact of SPB on political efficacy in one middle school in Arizona. Our participants’ (n = 28) responses on survey items designed to measure self-perceived growth in political efficacy indicated a large effect size (Cohen’s d = 1.46), suggesting that SPB is an effective approach to civic pedagogy, with promising prospects for developing students’ political efficacy.
ContributorsGibbs, Norman P. (Author) / Bartlett, Tara Lynn (Author) / Schugurensky, Daniel, 1958- (Author)
Created2021-05-01
DescriptionIntroduction chapter to the book, Educating for Democracy: The Case for Participatory Budgeting in Schools
ContributorsBartlett, Tara Lynn (Author) / Schugurensky, Daniel, 1958- (Author)
Created2024-01-28
Description
One of the ideals underpinning public education in the United has been that of educating young people to become engaged democratic citizens. Civics courses have been the main, and sometimes only, sign of public schools attending to their civic mission. An opportunity to offer citizenship education through the experience of democratic governance manifests itself through the implementation of school participatory budgeting. Though promising, the use of school participatory budgeting in the United States is relatively new. The literature is sparse and issues of process design as well as research methodology remain unexplored.
School participatory budgeting has the potential, at least, to offer students an opportunity to experience deliberative democratic decision-making and thus enhance those capabilities critical for effective citizenship. More ambitiously, school participatory budgeting presents an opportunity to delicately and steadily transform school governance to give real decision-making power to students.
The four stand-alone articles that make up this dissertation are four facets of a single case study on the first large-scale instance of school participatory budgeting in the United States. They began with the question: What were the accomplishments and challenges of school participatory budgeting in a large secondary school district in the Southwestern United States in its initial implementation?
This question was interpreted and answered differently in each article. The first article examines aspects of process design and how participatory budgeting might contribute not only to citizenship learning but also the expansion of student voice. The experiences of students, in the second article, and those of teachers and administrators, in the third article, are explored through analysis of interview data. The final article addresses this question by drawing on my own experience of implementing school participatory budgeting using analytic autoethnography. This dissertation presents school participatory budgeting from multiple perspectives and recommends more empirical research on the structure of the process before, during, and after implementation.
This dissertation examines this approach to citizenship learning dynamically by using various methodologies and bringing together the literature on student voice, citizenship learning, participatory budgeting, and curriculum studies in order to enrich the discussions and provide actionable knowledge for advocates and practitioners.
School participatory budgeting has the potential, at least, to offer students an opportunity to experience deliberative democratic decision-making and thus enhance those capabilities critical for effective citizenship. More ambitiously, school participatory budgeting presents an opportunity to delicately and steadily transform school governance to give real decision-making power to students.
The four stand-alone articles that make up this dissertation are four facets of a single case study on the first large-scale instance of school participatory budgeting in the United States. They began with the question: What were the accomplishments and challenges of school participatory budgeting in a large secondary school district in the Southwestern United States in its initial implementation?
This question was interpreted and answered differently in each article. The first article examines aspects of process design and how participatory budgeting might contribute not only to citizenship learning but also the expansion of student voice. The experiences of students, in the second article, and those of teachers and administrators, in the third article, are explored through analysis of interview data. The final article addresses this question by drawing on my own experience of implementing school participatory budgeting using analytic autoethnography. This dissertation presents school participatory budgeting from multiple perspectives and recommends more empirical research on the structure of the process before, during, and after implementation.
This dissertation examines this approach to citizenship learning dynamically by using various methodologies and bringing together the literature on student voice, citizenship learning, participatory budgeting, and curriculum studies in order to enrich the discussions and provide actionable knowledge for advocates and practitioners.
ContributorsBrown, Andrew Boyd Keefer (Author) / Schugurensky, Daniel, 1958- (Thesis advisor) / Barone, Thomas E (Committee member) / Sandlin, Jennifer A. (Committee member) / Arizona State University (Publisher)
Created2018
Description
The rapid rate of urbanization coupled with continued population growth and anthropogenic activities has resulted in a myriad of urban climate related impacts across different cities around the world. Hot-arid cities are more vulnerable to induced urban heat effects due to the intense solar radiation during most of the year, leading to increased ambient air temperature and outdoor/indoor discomfort in Phoenix, Arizona. With the fast growth of the capital city of Arizona, the automobile-dependent planning of the city contributed negatively to the outdoor thermal comfort and to the people's daily social lives. One of the biggest challenges for hot-arid cities is to mitigate against the induced urban heat increase and improve the outdoor thermal. The objective of this study is to propose a pragmatic and useful framework that would improve the outdoor thermal comfort, by being able to evaluate and select minimally invasive urban heat mitigation strategies that could be applied to the existing urban settings in the hot-arid area of Phoenix. The study started with an evaluation of existing microclimate conditions by means of multiple field observations cross a North-South oriented urban block of buildings within Arizona State University’s Downtown campus in Phoenix. The collected data was evaluated and analyzed for a better understanding of the different local climates within the study area, then used to evaluate and partially validate a computational fluid dynamics model, ENVI-Met. Furthermore, three mitigation strategies were analyzed to the Urban Canopy Layer (UCL) level, an increase in the fraction of permeable materials in the ground surface, adding different configurations of high/low Leaf Area Density (LAD) trees, and replacing the trees configurations with fabric shading. All the strategies were compared and analyzed to determine the most impactful and effective mitigation strategies. The evaluated strategies have shown a substantial cooling effect from the High LAD trees scenarios. Also, the fabric shading strategies have shown a higher cooling effect than the Low LAD trees. Integrating the trees scenarios with the fabric shading had close cooling effect results in the High LAD trees scenarios. Finally, how to integrate these successful strategies into practical situations was addressed.
ContributorsAldakheelallah, Abdullah (Author) / Reddy, T Agami (Thesis advisor) / Middel, Ariane (Committee member) / Coseo, Paul (Committee member) / Arizona State University (Publisher)
Created2020