Matching Items (5)
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- All Subjects: School budgets
- Creators: Schugurensky, Daniel, 1958-
- Creators: Carlton, Corrine
- Status: Published
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
Description
Autonomous vehicles (AV) are capable of producing massive amounts of real time and precise data. This data has the ability to present new business possibilities across a vast amount of markets. These possibilities range from simple applications to unprecedented use cases. With this in mind, the three main objectives we sought to accomplish in our thesis were to: Understand if there is monetization potential in autonomous vehicle data Create a financial model of what detailing the viability of AV data monetization Discover how a particular company (Company X) can take advantage of this opportunity, and outline how that company might access this autonomous vehicle data. First, in order to brainstorm how this data could be monetized, we generated potential use cases, defined probable customers of these use cases, and how the data could generate value to customers as a means to understand what the "price" of autonomous vehicle data might be. While we came up with an extensive list of potential data monetization use cases, we evaluated our list of use cases against six criteria to narrow our focus into the following five: Government, Insurance Companies, Mapping, Marketing purposes, and Freight. Based on our research, we decided to move forward with the insurance industry as a proof of concept for autonomous vehicle data monetization. Based on our modeling, we concluded there is a significant market for autonomous vehicle data monetization moving forward. Data accessibility is a key driver in how profitable a particular company and their competitors can be in this space. In order to effectively monetize this data, it would first be important to understand the method by which a company obtains access to the data in the first place. Ultimately, based on our analysis, Company X has positioned itself well to take advantage of the new trends in autonomous vehicle technology. With more strategic investments and innovation, Company X can be a key benefactor of this unprecedented space in the near future.
ContributorsShapiro, Brandon (Co-author) / Quintana, Alex (Co-author) / Sigrist, Austin (Co-author) / Clark, Rachael (Co-author) / Carlton, Corrine (Co-author) / Simonson, Mark (Thesis director) / Reber, Kevin (Committee member) / Department of Finance (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Autonomous vehicles (AV) are capable of producing massive amounts of real time and precise data. This data has the ability to present new business possibilities across a vast amount of markets. These possibilities range from simple applications to unprecedented use cases. With this in mind, the three main objectives we sought to accomplish in our thesis were to: 1. Understand if there is monetization potential in autonomous vehicle data 2. Create a financial model of what detailing the viability of AV data monetization 3. Discover how a particular company (Company X) can take advantage of this opportunity, and outline how that company might access this autonomous vehicle data.
ContributorsCarlton, Corrine (Co-author) / Clark, Rachael (Co-author) / Quintana, Alex (Co-author) / Shapiro, Brandon (Co-author) / Sigrist, Austin (Co-author) / Simonson, Mark (Thesis director) / Reber, Kevin (Committee member) / School of Accountancy (Contributor) / Department of Finance (Contributor) / Department of Information Systems (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
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