This research gives a multidimensional investigation into community policies that are becoming more prevalent in American society. In Chapter 1, I apply multiple Value-Added Models (VAM) of achievement to data from the North Carolina Education Research Data Center (NCERDC) to determine the academic impacts of repeating a year (or more) with the same teacher on student achievement in math and reading. Given the growing trend in schools and teaching practices, like looping, that pair teachers and students for multiple years, this research finds contrasting results about the gains in academic achievement associated with repeating with a teacher. Specifically, while there is evidence that students on average have higher scores when repeating with a teacher, this effect is mitigated when one controls for teacher quality. Using limited probability models, I find students are 29\%-34\% and 42\%-46\% more likely to repeat with a teacher whose Value-Added estimate is in the top 20\% of teacher-quality compared to a teacher in the bottom 20\% in math and reading, respectively. This nonrandom assignment of students to teachers, creates upward bias in the estimated achievement effects of repeating with a teacher that have previously been unaccounted for. In chapters 1 and 2, I account for nonrandom assignment finding non-significant gains in achievement associated with repeating with a teacher. While Chapter 1 finds non-significant gains to student achievement, Chapter 2 investigates if there are any non-cognitive gains students experience when they repeat with a teacher for another year. Using the same longitudinal data from the NCERDC, Chapter 2’s results indicate increases in character-trait measures associated with teacher and student perceptions of academic success and effort. Using multiple partial persistence VAMs that include controls for student heterogeneity and for teacher quality, the estimated effects on a teacher's subjective scoring of a student's academic success, student's anticipated grade for the year, and student attendance are all significantly greater than zero. Taken together, the positive effects from students repeating with the same teacher reveal themselves prevalently on character-trait improvements rather than on contemporaneous achievement scores. In Chapter 3, I investigate the causal direction of a popular policing policy. Although there are a large number of studies testing Broken Windows Theory (BWT) (Wilson & Kelling, 1982), the reverse theoretical pathway has never been assessed (risk perceptions predicting incivilities perceptions). It is estimated in Chapter 3 using panel data from Baltimore. Results show lagged, multilevel impacts of risk perceptions on changes in incivilities perceptions. Further, results show the impact of risk perceptions on seeing later changes in neighborhood problems varies significantly across street blocks. Findings support Harcourt’s (2001) assertion that “disorder” is not a fixed and unambiguous label; rather, it is dependent upon a person defining his or her surroundings. People who feel a high degree of crime risk are “biased” (Hipp, 2010; Wallace, 2011) toward defining neighborhood features as more problematic than those who do not. / Economics

Yes / This paper isolates litter as a physical incivility in a film-based experiment, demonstrating the impact of litter on participants' anticipation of a wide range of both physical and social incivilities, and on their perceptions of crime prevalence. Such relationships have not previously been examined, partly because litter has rarely been the focus of earlier studies on incivilities. This paper also tests for possible interaction effects in these relationships involving gender (finding no significant interaction), as well as examining whether there is a difference in the anticipation of incivilities and perceptions of crime prevalence between participants exposed to branded as opposed to unbranded litter (finding no difference between the two groups). Litter is often viewed as a tolerable nuisance and not always treated as a priority. This study suggests prioritising funds towards more targeted interventions to reduce litter might result in some ‘quick wins’ – most notably, reducing perceptions of crime prevalence. / The full text will be available at the end of the publishers embargo: 1st March 2018.

This dissertation examines the correlation between incivilities, indicators of urban blight, and single-family residential property values in the City of Richmond, Virginia. Through the utilization of a mixed methods research methodology, this dissertation assesses whether specific incivilities, structural characteristics of properties, or community demographics have an adverse influence on property values. Three separate methodologies were utilized in this research including a time series assessment, focus group and individual interviews, and a cross sectional design. The findings from the time series analysis indicate that property values increased every year over a five year period and that there were variances in property values throughout the City. The qualitative interviews suggested that the location of a property and features of the area heavily influence its value. Higher quality of life amenities tend to have a positive influence on property values and lower quality of life amenities tend to have a negative influence on property values. Incivilities, poverty, and crime were considered attributes of an area that adversely influence property values. The cross sectional analysis suggested that the socio-economics of the area tended to have a stronger correlation to property values than incivilities. Indicators of a high socio-economic status generally had a strong, positive correlation to property values and indicators of a low socio-economic status tended to have a strong, negative correlation to property values. Incivilities, in general, tended to have a moderately weak, negative correlation to property values. The research argues to not overlook but to assess multiple structural and neighborhood factors when examining community conditions. Such an assessment should be conducted at an intimate geographic level rather than a broad, city wide level. From an academic perspective this dissertation fills a hollowness in the empirical literature on the correlation of incivilities to property values. From a practical standpoint, the research provides a renewed lens in which to conceptualize and assess urban conditions and its impressions on communities. Together, this dissertation aids in assessing incivilities and other socio economic conditions to one of the most pervasive challenges facing municipalities in the 21st century - the economic stagnation and decline of residential property values.

Made available in DSpace on 2016-04-25T20:22:50Z (GMT). No. of bitstreams: 1 Adriana Dias de Oliveira.pdf: 422461 bytes, checksum: bb6f2cee0bbfdf08bb2f17d165702fcd (MD5) Previous issue date: 2009-06-26 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This dissertation is a study of the many faces that violence at schools can occur and its impact on teaching. Our objective is a contribution to studies about relationship between violence and school, understanding the violence´s ambiguity. In the other words, the violence as constitutive of the education act through the limitations that the principles of collective experience inflict and the destructive ways it can acquire. We emphasize the consequences that incivilities as invisible , small or hidden manifestations from school´s violence to bring to school every day, eroding relations established in school. Its axis was the empirical research and literature, mainly in social sciences´ theories, but also using other areas of knowledge such as philosophy and psychology in order to obtain an interdisciplinary look on the phenomenon. Finally, as a result of this study, we analyzed observations made with the school teachers surveyed, showing that in the school there are several ways to approach violence at school, and this aproach is one of many others, where I found clues to elucidate the complexity of Brazil's actual school / Esta dissertação é um estudo sobre as múltiplas faces com as quais a violência em meio escolar se manifesta e as suas repercussões no trabalho docente. Temos como objetivo contribuir para os estudos a respeito das relações que se estabelecem entre violência e escola, compreendendo a primeira na sua ambiguidade, isto é, como constitutiva do ato educativo, por meio das limitações que os princípios de vivência coletiva impõem, mas também as formas destrutivas que esta pode adquirir. Procuramos, desta forma, enfatizar as consequências que as incivilidades, enquanto manifestações 'invisíveis', miúdas' ou 'ocultas' da violência, trazem para o cotidiano escolar, corroendo as relações ali estabelecidas. Seu eixo condutor foi a pesquisa empírica e bibliográfica, ancorando-se, principalmente nas teorias das Ciências Sociais, mas também recorrendo-se a outras áreas do conhecimento, como Filosofia e Psicologia, de forma a obter um olhar interdisciplinar sobre o fenômeno. Por fim, como resultado desse processo, analisamos as observações realizadas, juntamente com os professores da escola pesquisada, demonstrando que há várias maneiras de abordar a violência escolar e, esta é apenas uma delas, na qual busca-se encontrar pistas que auxiliem a elucidar a complexidade da realidade escolar brasileira contemporânea

Made available in DSpace on 2016-04-26T14:57:42Z (GMT). No. of bitstreams: 1 Adriana Dias de Oliveira.pdf: 422461 bytes, checksum: bb6f2cee0bbfdf08bb2f17d165702fcd (MD5) Previous issue date: 2009-06-26 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This dissertation is a study of the many faces that violence at schools can occur and its impact on teaching. Our objective is a contribution to studies about relationship between violence and school, understanding the violence´s ambiguity. In the other words, the violence as constitutive of the education act through the limitations that the principles of collective experience inflict and the destructive ways it can acquire. We emphasize the consequences that incivilities as invisible , small or hidden manifestations from school´s violence to bring to school every day, eroding relations established in school. Its axis was the empirical research and literature, mainly in social sciences´ theories, but also using other areas of knowledge such as philosophy and psychology in order to obtain an interdisciplinary look on the phenomenon. Finally, as a result of this study, we analyzed observations made with the school teachers surveyed, showing that in the school there are several ways to approach violence at school, and this aproach is one of many others, where I found clues to elucidate the complexity of Brazil's actual school / Esta dissertação é um estudo sobre as múltiplas faces com as quais a violência em meio escolar se manifesta e as suas repercussões no trabalho docente. Temos como objetivo contribuir para os estudos a respeito das relações que se estabelecem entre violência e escola, compreendendo a primeira na sua ambiguidade, isto é, como constitutiva do ato educativo, por meio das limitações que os princípios de vivência coletiva impõem, mas também as formas destrutivas que esta pode adquirir. Procuramos, desta forma, enfatizar as consequências que as incivilidades, enquanto manifestações 'invisíveis', miúdas' ou 'ocultas' da violência, trazem para o cotidiano escolar, corroendo as relações ali estabelecidas. Seu eixo condutor foi a pesquisa empírica e bibliográfica, ancorando-se, principalmente nas teorias das Ciências Sociais, mas também recorrendo-se a outras áreas do conhecimento, como Filosofia e Psicologia, de forma a obter um olhar interdisciplinar sobre o fenômeno. Por fim, como resultado desse processo, analisamos as observações realizadas, juntamente com os professores da escola pesquisada, demonstrando que há várias maneiras de abordar a violência escolar e, esta é apenas uma delas, na qual busca-se encontrar pistas que auxiliem a elucidar a complexidade da realidade escolar brasileira contemporânea

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Cette recherche s'intéresse aux perceptions des personnes itinérantes sur leur judiciarisation et leurs incarcérations. La judiciarisation s'opère suite à la remise de constats d'infractions en lien avec les règlementations municipales de la ville, celles de la Société des Transports de Montréal ainsi que le Code de Sécurité Routière. Elle relève donc de la procédure pénale, par opposition au code criminel et concerne des infractions mineures, souvent en lien avec des incivilités. Ultimement, la judiciarisation conduit à l'emprisonnement faute de paiement de l'amende. L'objectif de cette recherche est de mieux comprendre les perceptions à partir d'une compréhension des effets au plan matériel, des relations entretenues avec les différents acteurs socio-judiciaires et du regard que les personnes portent sur la justice à partir de leur expérience. Ancrée dans un cadre théorique fondé sur la reconnaissance (Honneth, 2000), l'expérience de judiciarisation et de l'incarcération est conçue et révélatrice d'un rapport entre la personne itinérante et le système de justice. Pour réaliser cette étude, deux méthodologies complémentaires ont été utilisées. La première s'appuie sur 29 entrevues réalisées avec des personnes itinérantes, portant sur leurs expériences de judiciarisation et sur leur expérience de rue. La seconde a consisté en une analyse statistique descriptive des dossiers judiciaires des 29 personnes, dossiers comprenant l'ensemble des infractions reprochées (criminelles et pénales) ainsi que le processus judiciaire suivi par chacune. / This research explores homeless individuals' perception of their penalization and incarceration experience. Penalization of homeless individuals is an increasingly frequent phenomenon, due to a rise in the number of statements of offense served following infractions to municipal by-laws, to Société des Transports de Montréal by-laws or to the Code de Sécurité Routière. Penalization differs from criminalization : whereas criminalization results from the application of the Criminal Code, penalization follows for minor infractions or incivilities. Ultimately, penalization leads to incarceration : as they default on fines, individuals are increasingly sentenced to jail terms. The objective of this research is to better grasp how homeless individuals perceive penalization. It focuses on its effects on their material life, on their relationship with the system's actors and on their perception of the judicial system through their interaction with it. Ingrained in the conceptual framework of recognition (Honneth, 2000), the experience of penalization and incarceration sheds light on the relationship between homeless individuals and the justice system. This research makes use of complementary methodologies. The first one, draws on 29 interviews conducted with homeless individuals regarding their penalization and street life experience. The second one consisted of a descriptive statistical analysis of the 29 individuals' legal records, which included criminal and penal infractions and the procedural steps associated with each infraction.

Cette recherche s'intéresse aux perceptions des personnes itinérantes sur leur judiciarisation et leurs incarcérations. La judiciarisation s'opère suite à la remise de constats d'infractions en lien avec les règlementations municipales de la ville, celles de la Société des Transports de Montréal ainsi que le Code de Sécurité Routière. Elle relève donc de la procédure pénale, par opposition au code criminel et concerne des infractions mineures, souvent en lien avec des incivilités. Ultimement, la judiciarisation conduit à l'emprisonnement faute de paiement de l'amende. L'objectif de cette recherche est de mieux comprendre les perceptions à partir d'une compréhension des effets au plan matériel, des relations entretenues avec les différents acteurs socio-judiciaires et du regard que les personnes portent sur la justice à partir de leur expérience. Ancrée dans un cadre théorique fondé sur la reconnaissance (Honneth, 2000), l'expérience de judiciarisation et de l'incarcération est conçue et révélatrice d'un rapport entre la personne itinérante et le système de justice. Pour réaliser cette étude, deux méthodologies complémentaires ont été utilisées. La première s'appuie sur 29 entrevues réalisées avec des personnes itinérantes, portant sur leurs expériences de judiciarisation et sur leur expérience de rue. La seconde a consisté en une analyse statistique descriptive des dossiers judiciaires des 29 personnes, dossiers comprenant l'ensemble des infractions reprochées (criminelles et pénales) ainsi que le processus judiciaire suivi par chacune. / This research explores homeless individuals' perception of their penalization and incarceration experience. Penalization of homeless individuals is an increasingly frequent phenomenon, due to a rise in the number of statements of offense served following infractions to municipal by-laws, to Société des Transports de Montréal by-laws or to the Code de Sécurité Routière. Penalization differs from criminalization : whereas criminalization results from the application of the Criminal Code, penalization follows for minor infractions or incivilities. Ultimately, penalization leads to incarceration : as they default on fines, individuals are increasingly sentenced to jail terms. The objective of this research is to better grasp how homeless individuals perceive penalization. It focuses on its effects on their material life, on their relationship with the system's actors and on their perception of the judicial system through their interaction with it. Ingrained in the conceptual framework of recognition (Honneth, 2000), the experience of penalization and incarceration sheds light on the relationship between homeless individuals and the justice system. This research makes use of complementary methodologies. The first one, draws on 29 interviews conducted with homeless individuals regarding their penalization and street life experience. The second one consisted of a descriptive statistical analysis of the 29 individuals' legal records, which included criminal and penal infractions and the procedural steps associated with each infraction.

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No description available.