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- Creators: Fischman, Gustavo
- Creators: Gibbs, Norman P.
- Resource Type: Text
- Status: Published
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”).
ContributorsSchreiber, Constantin (Author) / Fischman, Gustavo (Thesis advisor) / Anderson, Kathrine (Committee member) / Powers, Jeanne M. (Committee member) / Beardsley, Audrey (Committee member) / Arizona State University (Publisher)
Created2018
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