Show simple item record

dc.contributor.advisorDavis, James Earl, 1960-
dc.creatorRaisch, Mary Meghan
dc.date.accessioned2020-11-05T15:01:40Z
dc.date.available2020-11-05T15:01:40Z
dc.date.issued2014
dc.identifier.other914186433
dc.identifier.urihttp://hdl.handle.net/20.500.12613/3440
dc.description.abstractTo 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.
dc.format.extent200 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
dc.subjectEducational Psychology
dc.subjectEducational Leadership
dc.subjectCharter Schools
dc.subjectDiscipline Practices
dc.subjectPublic Schools
dc.subjectSchool Leadership
dc.subjectStudent Conduct
dc.subjectUrban Education
dc.titleUrban Charter Schools Versus Traditional Urban Public Schools: A Multivariate Analysis of Leadership, Discipline, and Student Conduct
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberThurman, S. Kenneth
dc.contributor.committeememberDuCette, Joseph P.
dc.contributor.committeememberJordan, Will J.
dc.contributor.committeememberPartlow, Michelle Chaplin, 1941-
dc.description.departmentEducational Psychology
dc.relation.doihttp://dx.doi.org/10.34944/dspace/3422
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.dateFOA2020-11-05T15:01:40Z


Files in this item

Thumbnail
Name:
TETDEDXRaisch-temple-0225E-119 ...
Size:
5.996Mb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record