Building Social Capital through Professional Classroom Interaction Kyle Sharp AED 615: AED 615:...
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Transcript of Building Social Capital through Professional Classroom Interaction Kyle Sharp AED 615: AED 615:...
Building Social Building Social Capital through Capital through Professional Professional Classroom InteractionClassroom InteractionKyle SharpKyle Sharp
AED 615: AED 615: Investigations and Studies in Applied Research
Fall 2006
Who is Kyle Sharp?Who is Kyle Sharp?
Graduate of Coolidge High SchoolGraduate of Coolidge High School B.S. Agricultural Economics and B.S. Agricultural Economics and
Business Management (UofA 2005)Business Management (UofA 2005) Licensed Financial AdvisorLicensed Financial Advisor 1 Year of Experience in Financial 1 Year of Experience in Financial
Services Industry (Ameriprise Financial)Services Industry (Ameriprise Financial) Currently working on M.S. in Agricultural Currently working on M.S. in Agricultural
Education Concurrent MBAEducation Concurrent MBA
Introduction to Social Introduction to Social Capital in the ClassroomCapital in the Classroom
Need for mastery of academic material. Need for mastery of academic material. Lacking connection to the world outside Lacking connection to the world outside
of academia. of academia. Business ScandalsBusiness Scandals
Enron, Tyco, and Options back datingEnron, Tyco, and Options back dating
Competitive business environment.Competitive business environment.
Why look at social capital Why look at social capital in schools?in schools?
Need for businesses to gain positive Need for businesses to gain positive community ties.community ties.
Need for students to understand Need for students to understand expectations of the work place first hand.expectations of the work place first hand.
Purpose StatementPurpose Statement
The purpose of this survey research is to test The purpose of this survey research is to test the theory that social capital can be built by the theory that social capital can be built by professional involvement in the classroom as professional involvement in the classroom as well as improve student performance and well as improve student performance and attitudes. attitudes. The dependent variables, student achievement and social The dependent variables, student achievement and social
capital, will be measured against the independent variable of capital, will be measured against the independent variable of business professionals in the classroom. business professionals in the classroom.
Student achievement will be measured with beginning and end Student achievement will be measured with beginning and end of semester test scores. of semester test scores.
Social capital will be measured by attitudes toward the Social capital will be measured by attitudes toward the professionals and the organizations for which they work. professionals and the organizations for which they work.
ObjectivesObjectives
The objectives of this study are to The objectives of this study are to observe the influence of introducing observe the influence of introducing outside professionals into a high school outside professionals into a high school classroom environment.classroom environment. Specifically, the study will look at changes in student Specifically, the study will look at changes in student
attitude and performance as well as changes in attitude and performance as well as changes in feelings toward the outside professionals and their feelings toward the outside professionals and their professions as potential careers for students. professions as potential careers for students.
Ultimately students, educators, and outside Ultimately students, educators, and outside professionals will work together to attempt to build professionals will work together to attempt to build social capital. social capital.
Assumptions and Assumptions and LimitationsLimitations
AssumptionsAssumptions HonestyHonesty Classes are typical of Classes are typical of
all classes in all classes in Arizona.Arizona.
Independent and Independent and dependent variables dependent variables will be assumed to will be assumed to have only major have only major effects. effects.
LimitationsLimitations GeographyGeography Sample SizeSample Size RecruitmentRecruitment Lack of a formal Lack of a formal
measure of Social measure of Social Capital (Coffe, 2006). Capital (Coffe, 2006).
What does all of this What does all of this mean?mean?
Outside Professional: any person Outside Professional: any person considered to be well trained and considered to be well trained and experienced in a career outside of experienced in a career outside of education.education.
Social capital: normal views of trust and Social capital: normal views of trust and reciprocity in groups or networks (Coffe, reciprocity in groups or networks (Coffe, 2006)2006)
What do we already What do we already know?know? Social Capital can be applied to education. Social Capital can be applied to education.
Helping vulnerable families build networks to help Helping vulnerable families build networks to help students (Terrion, 2006)students (Terrion, 2006)
Trust in the classroom is important both ways and was Trust in the classroom is important both ways and was demonstrated when looking at student input into class demonstrated when looking at student input into class activity (Pedder, 2006)activity (Pedder, 2006)
The integration of child services in schools and how The integration of child services in schools and how social capital can improve the process (Forbes, 2006)social capital can improve the process (Forbes, 2006)
Social capital’s role in school selection at the family Social capital’s role in school selection at the family level (Lynch, 2006). level (Lynch, 2006).
What else do we already What else do we already know?know?
Social capital in community development.Social capital in community development. The role of trust in society and exchange of The role of trust in society and exchange of
information (Levitt, 2005).information (Levitt, 2005). Neighborhood dynamics and mobility of Neighborhood dynamics and mobility of
families are both affected to levels of social families are both affected to levels of social capital (Dawkins, 2006).capital (Dawkins, 2006).
Diversity in communities can be a challenge Diversity in communities can be a challenge to developing social capital (Coffe, 2006). to developing social capital (Coffe, 2006).
Do we know even more?Do we know even more?
Social capital is useful in the business Social capital is useful in the business world. world. Social capital develops within social classes Social capital develops within social classes
and can be used to explain market and can be used to explain market phenomena (Das, 2006).phenomena (Das, 2006).
Small businesses can benefit from social Small businesses can benefit from social capital building to share clients and capital building to share clients and resources (Jurik, 2006).resources (Jurik, 2006).
Social capital can even play a role in the Social capital can even play a role in the potential for an offer of an interview or even potential for an offer of an interview or even a job (Nguyen, 2006). a job (Nguyen, 2006).
Why should anyone care?Why should anyone care?
Community trust helps build success and Community trust helps build success and cooperation. cooperation.
Businesses can grow by building Businesses can grow by building personal connections with their patrons personal connections with their patrons and the community at large. and the community at large.
Education can prevent students from Education can prevent students from falling into negative circumstances as falling into negative circumstances as well as show positive role models. well as show positive role models.
Will this research Will this research contribute anything?contribute anything?
Uncover the potential of social capital Uncover the potential of social capital development to assist in student development to assist in student development and community cohesion. development and community cohesion.
Reinforce classroom subject matter Reinforce classroom subject matter through real world application. through real world application.
ProceduresProceduresTopic
SelectionSelect Study Committee
ConductReview of literature
Establish study purpose and objectives
Identify courses
Identify appropriateoutside professional
Develop survey andinterview questions
Identify Schoolsites
Invite Schools and Professionals
Meet with schools to coordinate curriculum
Develop training models
Pilot test Instruments with panel of experts
Introduce Professionals and Educators
Coordinate schedules
Train Professionals
Conduct pre-survey
and interviews
Implement program
and observe
Post surveysand interviews
Data Analysis
Collect student performance data
Report Results
Research DesignResearch Design
Semi-structured interviews to collect Semi-structured interviews to collect feedback and in depth attitudes.feedback and in depth attitudes.
Written survey to collect opinions before Written survey to collect opinions before and after the program is implemented. and after the program is implemented.
Student data will be compared to a Student data will be compared to a control group that receives no contact control group that receives no contact with outside professionals. with outside professionals.
Population SamplePopulation Sample
Population will include 2 schools in Population will include 2 schools in Arizona.Arizona. One urban school.One urban school. One rural school.One rural school.
3 courses will be identified3 courses will be identified Algebra, English, Agricultural EducationAlgebra, English, Agricultural Education
Professions will be selected.Professions will be selected. Pharmacy, Finance, and PoliticsPharmacy, Finance, and Politics
Reliability and ValidityReliability and Validity
Reliability and Validity will addressed by Reliability and Validity will addressed by pilot testing all instruments with a panel pilot testing all instruments with a panel of experts and training all presenters.of experts and training all presenters.
ReferencesReferences Coffe, H., Geys, B. (2006). Community Heterogeneity: Coffe, H., Geys, B. (2006). Community Heterogeneity:
A burden for the creation of social capital?, A burden for the creation of social capital?, Social Social Science Quarterly, 87Science Quarterly, 87, 1053-1072, 1053-1072
Das, R.J. (2006). Putting social capital in its place, Das, R.J. (2006). Putting social capital in its place, Capital and Class, 90Capital and Class, 90(3), 65-92(3), 65-92
Dawkins, C.J. (2006). Are social networks the ties that Dawkins, C.J. (2006). Are social networks the ties that bind families to neighborhoods?, bind families to neighborhoods?, Housing Housing
Studies, Studies, 2121(6), 867-881(6), 867-881 Forbes, J. (2006). Types of social capital: tools to Forbes, J. (2006). Types of social capital: tools to
explore social service integration?, explore social service integration?, International International Journal of Inclusive Education, 10Journal of Inclusive Education, 10(6), 565-580(6), 565-580
Jurik, N.C., Cavender, G. (2006). Searching for social Jurik, N.C., Cavender, G. (2006). Searching for social capital in capital in U.S. microenterprise development U.S. microenterprise development programs. programs. Journal of Sociology and Social Journal of Sociology and Social Welfare, 33Welfare, 33(3), 151-170(3), 151-170
ReferencesReferences
Levitt, S.D., Dubner, S.J. (2005). Levitt, S.D., Dubner, S.J. (2005). Freakonomics. Freakonomics. New York, NY: New York, NY: Harper CollinsHarper Collins
Lynch, K., Moran, M. (2006). Markets schools and the Lynch, K., Moran, M. (2006). Markets schools and the convertibility of economic capital: The complex convertibility of economic capital: The complex dynamics of dynamics of class choice, class choice, British Journal of Sociology of Education, 27British Journal of Sociology of Education, 27(2), (2), 221-235221-235
Nguyen, N.T., Allen, C.L., & Godkin, R.L. (2006). Recruiters’ Nguyen, N.T., Allen, C.L., & Godkin, R.L. (2006). Recruiters’ assessment and use of social capital in resume screening, assessment and use of social capital in resume screening, Journal of Applied Social Psychology, 36Journal of Applied Social Psychology, 36(8), 1813-(8), 1813- 18321832
Pedder, D., McIntyre, D. (2006). Pupil consultation: The Pedder, D., McIntyre, D. (2006). Pupil consultation: The importance of social capital, importance of social capital, Educational Review ,58Educational Review ,58(2), 145-(2), 145-157157
Terrion, J.L. (2006). Building social capital in vulnerable families, Terrion, J.L. (2006). Building social capital in vulnerable families, Youth and Society, 38Youth and Society, 38(2), 155-176(2), 155-176
Thank you for your Thank you for your time.time.Any questions??Any questions??