• Login
    View Item 
    •   Home
    • Theses and Dissertations
    • Theses and Dissertations
    • View Item
    •   Home
    • Theses and Dissertations
    • Theses and Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of TUScholarShareCommunitiesDateAuthorsTitlesSubjectsGenresThis CollectionDateAuthorsTitlesSubjectsGenres

    My Account

    LoginRegister

    Help

    AboutPoliciesHelp for DepositorsData DepositFAQs

    Statistics

    Display statistics

    Urban Charter Schools Versus Traditional Urban Public Schools: A Multivariate Analysis of Leadership, Discipline, and Student Conduct

    • CSV
    • RefMan
    • EndNote
    • BibTex
    • RefWorks
    Thumbnail
    Name:
    TETDEDXRaisch-temple-0225E-119 ...
    Size:
    5.996Mb
    Format:
    PDF
    Download
    Genre
    Thesis/Dissertation
    Date
    2014
    Author
    Raisch, Mary Meghan
    Advisor
    Davis, James Earl, 1960-
    Committee member
    Thurman, S. Kenneth
    DuCette, Joseph P.
    Jordan, Will J.
    Partlow, Michelle Chaplin, 1941-
    Department
    Educational Psychology
    Subject
    Education
    Educational Psychology
    Educational Leadership
    Charter Schools
    Discipline Practices
    Public Schools
    School Leadership
    Student Conduct
    Urban Education
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/3440
    
    Metadata
    Show full item record
    DOI
    http://dx.doi.org/10.34944/dspace/3422
    Abstract
    To move the field closer to untangling the charter versus public school debate, this study compared leadership practices surrounding discipline and the frequency of student misconduct between public and charter schools that reside in urban neighborhoods and serve predominantly students of color. School leadership's approaches to discipline were investigated by comparing punitive authoritarian practices such as suspensions and transfers to therapeutic and educational strategies such as positive behavior management and teacher training. Student conduct was comprised of problematic peer-directed behaviors (e.g., bullying, sexual harassment, harassment of sexual orientation, and gang activity) and authority-directed misconduct (e.g., verbal abuse of teacher, acts of disrespect towards teacher, and classroom disorder). The sample used in this analysis was garnered from a larger nationally representative pool of public school principals (n = 610) from elementary, middle, high school, and combination schools across the United States who completed The School Survey of Crime and Safety (SSOCS) during the 2009-2010 academic school year. To uncover which leadership variables could account for significant differences in student conduct across school type (public or charter) several multivariate analyses were conducted using factorial analysis, MANCOVAs, and partial correlations. The results revealed that charter schools used more Educational Discipline while public schools used more Authoritarian Discipline and Therapeutic Discipline. In addition, public school principals reported a greater frequency of Peer-directed and Authority-directed student conduct compared to charter school principals. The relationships between certain discipline practices and student conduct types were found to be statistically significantly different between school type. Several points of policy are suggested for leadership and policy makers to consider with regard to urban school reform initiatives surrounding the establishment of a supportive school climate that positively affects student conduct.
    ADA compliance
    For Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
    Collections
    Theses and Dissertations

    entitlement

     

    Related items

    Showing items related by title, author, creator and subject.

    • Thumbnail

      The effects of school uniforms on school climate in elementary school

      Ikpa, Vivian W.; Davis, James Earl, 1960-; DuCette, Joseph P.; Sanford-DeShields, Jayminn (Temple University. Libraries, 2009)
      This research sought to explore the link between mandatory school uniforms and a positive school climate. Beginning in the late 1980's public schools implemented mandatory school uniforms policies in urban school districts. The trend gained momentum when President Clinton included school uniforms in his 1996 State of the Union Address. Directly following the speech was a publication by the United States Department of Education on school uniforms that was distributed to all school districts in the country. Often the primary reason for implementing school uniforms was gang violence. Other reason included increased school safety and decreases in violence. Further, proponents believed uniforms would increase academic achievement and improve school climate. Research on the effects of school uniforms is limited and conflicting. Most studies available to date were conducted in urban settings. However, school uniforms have infiltrated rural and suburban schools districts as well. Two school districts in suburban Eastern Pennsylvania participated in this study. One school district had a mandatory school uniform policy. The other did not. Using a school climate survey and school uniform questionnaire, students in grades 4-6 and elementary school teachers rated the school climate in their respective schools. School climate was rated on seven subscales on the student school climate survey and 10 subscales on the faculty school climate survey. A t-test was performed on the data set to determine the difference between sample means and a factor analysis was conducted on the student school climate survey. Further, three themes emerged from the short answer questions on the student uniform questionnaire. The results of the research found that there was not a statistically significant relationship between a mandatory school uniform policy and elementary school students' perceptions of school climate. Of the seven subscales, students who wore school uniforms rated their peer relationships higher than students without school uniforms. Additionally, they rated the required rigor higher. Students that did not wear school uniforms rated the teacher-student relationship higher. When responding to the open ended questions, three themes emerged. They were expression, atmosphere and family. In essence, students were not in favor of wearing uniforms and believed uniforms suppressed their freedom of expression. Teachers responded similarly. The results showed no statistically significant relationship between a mandatory school uniform policy and teacher perceptions of school climate. Only two subscales showed any significant difference between the two groups of teachers. They were teacher-administrator relationship and student achievement. In both respects, teachers in the district without uniforms responded more positively. The results of this study should be used when reviewing current policy or considering new policy on school uniforms.
    • Thumbnail

      WHAT CONDITIONS DO MIDDLE SCHOOL ADMINISTRATORS BELIEVE MUST BE IN PLACE TO CREATE AND SUSTAIN A SUCCESSFUL BULLYING PREVENTION PROGRAM IN A MIDDLE SCHOOL?

      McGinley, Christopher W.; Cordes, Sarah A.; Haviland, Joseph; Shorr, Lori (Temple University. Libraries, 2020)
      ABSTRACT Bullying is recognized as a serious problem affecting children and adolescents in the U.S. and around the world. Recent school shootings and media attention surrounding them has thrust bullying into the forefront of our attention and has created a sense of resolve around the issue. As a result of the increased media attention around bullying, there has been a call for action and demands for schools to do what they can to decrease bullying. In an effort to deter students from participating in bullying behaviors many schools have been implementing bullying prevention programs to educate students about the negative impacts of bullying and to promote positive behaviors. As with any change, it is not uncommon for the implementation of a bullying prevention program to be met with some resistance by staff, and unfortunately, like many educational innovations they are short-lived. It appears that in order for the implementation of a bullying prevention program to see success and be sustainable within a school, there must be certain conditions in place at the time of the implementation. This study is designed to investigate why the same bullying prevention programs that are perceived to be successful and sustainable in some schools, are not successful nor sustainable in other schools. The goal is to determine what conditions, if any, are present in the schools with perceived successful and sustainable bullying prevention programs, that were not present in schools where the bullying prevention programs were unsuccessful and unsustainable.
    • Thumbnail

      Student Voice in School Reform: A Case Study of Madison High School's Youth-Adult Governance Model

      Gross, Steven Jay; Jordan, Will J.; Shapiro, Joan Poliner; Woyshner, Christine A.; Partlow, Michelle Chaplin, 1941-; Mitra, Dana L. (Temple University. Libraries, 2014)
      This qualitative case study examined how Madison High School's governance model generated youth-adult collaborations around school problems. This seven-month intensive study collected data through numerous site observations, semi-structured one-on-one interviews with 27 adults and students, focus group interview with 11 students, and document collection. This data collection answered the following research questions: To what extent does Madison High School include students and faculty into the policy decision-making, implementation, and review process? If so, how? Why is it done this way? How do faculty, students, administration, and staff perceive its impact on improving the school policy creation and implementation process? Student voice scholars are still investigating the ways in which student leadership around school reform can be facilitated (Dempster & Lizzio, 2007; Fielding, 2004; Mitra, 2005; Mitra & Gross, 2009; O'Donoghue, Kirshner & McLaughlin, 2002; Zeldin, McDaniel, Topitzes, & Calvert, 2000; Zeldin, 2004a). And scholars are interested in investigating how participants enact leadership when it is distributed to them (Hallinger & Heck, 1996; Spillane, 2001, 2004). This study found that not only does the school's governance model include students in the policy making, implementation, and review processes, it distributed leadership across the school and aided in organizational learning by designing its structures and processes around constitutional principles.
    DSpace software (copyright © 2002 - 2021)  DuraSpace
    Temple University Libraries | 1900 N. 13th Street | Philadelphia, PA 19122
    (215) 204-8212 | scholarshare@temple.edu
    Open Repository is a service operated by 
    Atmire NV
     

    Export search results

    The export option will allow you to export the current search results of the entered query to a file. Different formats are available for download. To export the items, click on the button corresponding with the preferred download format.

    By default, clicking on the export buttons will result in a download of the allowed maximum amount of items.

    To select a subset of the search results, click "Selective Export" button and make a selection of the items you want to export. The amount of items that can be exported at once is similarly restricted as the full export.

    After making a selection, click one of the export format buttons. The amount of items that will be exported is indicated in the bubble next to export format.