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dc.contributor.advisorJordan, Will J.
dc.creatorLeChasseur, Kimberly
dc.date.accessioned2020-10-27T15:14:05Z
dc.date.available2020-10-27T15:14:05Z
dc.date.issued2009
dc.identifier.other864884616
dc.identifier.urihttp://hdl.handle.net/20.500.12613/1699
dc.description.abstractThis study explores mechanisms involved in small scale schooling and student engagement. Specifically, this study questions the validity of arguments for small scale schooling reforms that confound the promised effects of small scale schooling structures (such as smaller enrollments, schools-within-schools, and smaller class sizes) with the effects of the school climates assumed to follow from these structural changes. Data to address this issue was drawn from the Philadelphia Educational Longitudinal Study - one of the few publically-available datasets to include student-level measures of school-within-a-school participation and relative quality - and supplemented by school-level data from the National Center for Education Statistics' Common Core of Data. Regression analyses were designed to examine whether academic press and/or personalized teacher-student relationships - two aspects of school climate often associated with small scale schooling - mediate the relationships between small scale schooling structures and student engagement. The results suggest a pattern of widespread connections between small scale schooling structures and students' emotional engagement in school, but only a loose connection between these structures and students' behavioral engagement in school. Furthermore, school climate does, in fact, mediate many of the relationships between small scale schooling structures and emotional engagement; however, it does not fully mediate the relationship between small scale schooling structure and behavioral engagement. Findings relating student engagement to the quality of small learning communities relative to others in the same school suggest that comprehensive schools that are broken down into smaller within-school units may create a new mechanism for tracking students. Those who participate in relatively high quality small learning communities like school more and participate in more extracurricular activities/sports than students who participate in relatively low quality small learning communities or in no small learning community at all. These relationships are not mediated by school climate. Overall, the findings of this study suggest that the results of small scale schooling reforms are largely dependent on the school climates where they are instituted.
dc.format.extent262 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducation, Sociology of
dc.subjectEducation Policy
dc.subjectEducational Evaluation
dc.subjectClass Size
dc.subjectSchool Climate
dc.subjectSchool Size
dc.subjectSchools-within-a-school
dc.subjectSmall Learning Community
dc.subjectUrban School Reform
dc.titleThe Structure and Climate of Size: Small Scale Schooling in an Urban District
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberGoyette, Kimberly A.
dc.contributor.committeememberHill, Marc Lamont
dc.contributor.committeememberGastic, Billie
dc.contributor.committeememberDavis, James Earl, 1960-
dc.description.departmentUrban Education
dc.relation.doihttp://dx.doi.org/10.34944/dspace/1681
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-10-27T15:14:05Z


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