Matching Items (4)
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- All Subjects: School budgets
- Creators: Schugurensky, Daniel, 1958-
- Creators: Anhoury, Mitchell Alden
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
This honors project was born out of a desire to understand individuals who abandoned political glory in favor of serving other leaders. I wanted to study and know who can go head-to-head with \u2014 and command the respect of \u2014 the U.S. President on a daily basis. I limited my search to friends of the presidents who held powerful positions: I identified Harry Hopkins, Robert McNamara, and Condoleezza Rice. This thesis is broken into the following sections. To begin, we follow each official in their rise to prominence and discover how they captured the attention of their respective presidents. Next, we delve into their relationships with the Oval Office -- what is similar or different about each of their connections with the presidents. The bulk of the work focuses on pivotal moments in our country's history \u2014 events that shaped the United States of today. Specifically, we look at the New Deal, World War II, the Cuban Missile Crisis, the Vietnam War, the Middle East, and nuclear weapons proliferation. Then, we dissect similarities and differences between their relationships with their presidents, and wrap up with some takeaways about how one could go about becoming a presidential advisor. Their distinctive styles can be grouped into doers or planners. Hopkins and McNamara were proud and self-proclaimed doers. Rice stands alone as a fantastic planner. If one seeks to emulate any of these three, there are three things to commit to. First, skills both matter and don't matter. Second, there are two paths to getting presidential attention and becoming close enough for them to seek one out for advice. The first is to understand which wheels need greasing, and grease them. The other is to have a potential solution to an unsolved problem -- that is powerful. Be great, a maverick, and public, or look to create your own role from scratch and hope that you are an expert when a time of great need comes. Third, once you are friends with and have the political ear of the president, know that loyalty is the only thing that truly matters. This thesis is an attempt to better understand leadership through the lens of powerful followers. This project strives to inform the reader of the context within which these actors played, the actions that they took, and the consequences that were incurred, all while being personally close to the most powerful position on the planet. I have tried to give context and understanding for pivotal moments in American history while shining a spotlight on a few underappreciated historical actors.
ContributorsAnhoury, Mitchell Alden (Author) / Mokwa, Michael (Thesis director) / Eaton, John (Committee member) / Department of Management and Entrepreneurship (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
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