A PHENOMENOLOGICAL STUDY OF CHARTER SCHOOL STUDENTS AND PARENTS IN ONE RURAL SCHOOL DISTRICT: WHY THEY GO, THE NATURE OF THEIR EXPERIENCES, AND WHY SOME CHOOSE TO LEAVE
AuthorYoder, Sarah Elizabeth
AdvisorSmith, Michael W. (Michael William)
Committee memberGross, Steven Jay
McGinley, Christopher W.
Cyber Charter School
Traditional Public School
Permanent link to this recordhttp://hdl.handle.net/20.500.12613/3891
MetadataShow full item record
AbstractTwo coinciding trends in education have given rise to this study: the political cycle of school reform and the heterogeneous nature of the charter school landscape. Since Minnesota became the first state to pass a charter law in 1991, the dramatic increase in the number of charter schools has provided opportunities for researchers to try to categorize the success of charter schools. Although the number of charter schools have almost doubled from 3,689 to 6,004 from 2005-2006 to 2012-2013, an average of approximately 500 charters have opened and more than 160 charter schools have closed per year during these eight years of the available data. However, students who attend charter schools do not have a monolithic educational experience. The purpose of this paper is to examine the perceptions of students and parents in relation to enrolling in a specific brick and mortar and several cyber charter schools, and if applicable, leaving said schools. This qualitative study explores the lived experiences of students and parents who reside in a rural public school district and chose to attend a cyber charter or brick and mortar charter school. Survey responses and information gathered from interviews of students and their parents/guardians were analyzed to illuminate the research questions. While the results will not be generalizable, this study has led to an understanding of what led these students to enroll in charter schools and if applicable, why they chose to leave. More specifically, three themes emerged from the data: (1) Family members, primarily mothers, significantly impacted students’ decisions to employ choice to enroll in charters; (2) The lack of extra-curricular activities in charters had a substantially negative impact on students’ experiences and (3) Educational quality was the foremost characteristic named in the determination to transfer out of a charter school. While there has been research on charter schools separate from studies on perceptions of school age children with respect to education programming, this examination indicates the need to unite charter research and student voice aspects within the realm of educational research.
ADA complianceFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact firstname.lastname@example.org
Showing items related by title, author, creator and subject.
The effects of school uniforms on school climate in elementary schoolIkpa, Vivian W.; Davis, James Earl; 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.
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.
#BlackGirlsMatter: African American Girls’ Experiences with School Discipline Practices and Their Academic Identity in Middle SchoolCordes, Sarah A.; Hall, John; Fergus, Edward, 1974- (Temple University. Libraries, 2020)This qualitative study explored the relationship between ten African American girls’ experiences with discipline practices and their academic identity in middle school. In the U.S., Black girls continue to suffer from inequitable treatment in school discipline resulting in disparate academic outcomes and have higher suspension rates than all other students including boys. This study attempted to answer the central question: what is the relationship between students’ experiences with school discipline practices and their academic identity? Ten African American girls associated with a middle school in New York fit the following criteria: (1) students in grades 6-8; a female student (2) self-identified as being African American (3) have received an out of school suspension in the previous school year. A one-on-one interview was conducted with the girls individually. The five major themes were related to: (a) good vs. bad student, (b) strict rules, (c) negative and positive teacher-student relationships, (d) different treatment by black and white teachers, and (e) role of peers. The conclusions derived from the study were: (1) African American girls educational experiences are influenced by teachers’ and administrators’ lack of cultural knowledge and understanding; thus, teachers and administrators can reflect how their biases manifest themselves in disciplinary actions, educational outcomes and student participation (2) teachers and administrators can work together to develop different ways to support African Americans to feel welcome and safe in school. (3) Teachers and administrators need to review and revise the current school discipline policies that are too harsh. Addressing these issues will help support African American girls to be successful in middle school.