Nonprofit School Research Articles

SEA and the Painted Shadow

This paper explains the ambitions of Africa’s first independent nonprofit school of architecture—the School of Explorative Architecture—in light of the decoloniality ideas that were galvanized by the Rhodes Must Fall protests at the University of Cape Town in 2015. The paper describes the School’s three modes of teaching and learning architecture, namely the thing (professional competencies of designing a building), the shadow of the thing (theorized and critical thinking around buildings and architecture), and the painted shadow of the thing (creative acts engaging architecture in ideas and critical thinking). The paper explains the nuances of teaching and learning architecture in the South African context and the importance of teaching professional competencies while surfacing ‘other’ conditions through the painted shadow. The paper ends by asking if a radical spatial alterity—the folding of the thing, the shadow, and the painted shadow into each other—is possible.

Exploring bilingual EFL teacher resilience in the Iranian non-profit and state schools: a mixed-methods study

The present mixed-methods study investigated the factors that build Iranian bilingual Azeri-Persian English as a foreign language teacher resilience (TR) in non-profit and state schools. To do so, 205 male and female teachers selected through snowball sampling from several schools in different regions of Iran participated in this study. In the quantitative phase, the Connor and Davidson resilience scale (CD-RISC) was utilized to measure TR. First, the factor structure of the scale was ensured through testing confirmatory factor analysis (CFA). Results indicated that all the five factors of TR tested by the CD-RISC were evident among all the respondents, and there were no significant differences between the factors building TR in state and non-profit schools. For the qualitative phase, 26 male and female teachers selected through purposive sampling participated in semi-structured interviews which were thematically analyzed through MAXQDA software. The findings revealed that while state school teachers perceived satisfactory curriculum and policies and consulting with colleagues as the building factors for TR, non-profit school teachers highlighted teacher training courses, teacher-student rapport, and students’ progress as the important factors. The pedagogical implications of this study for teacher education are explained.

Facing Newness and Smallness: A Multiple Case Study of Nonprofits Creating Schools

This paper utilizes the literature on liability of newness and smallness to examine new nonprofit school venture creation and explore what challenges new school ventures face. We ask the following research questions: What challenges and obstacles do new nonprofit school ventures face? How do new nonprofit school ventures manage to maneuver, mitigate, or overcome these challenges and obstacles? To answer these questions, we conducted a comparative case study of three nonprofit organizations operating schools in Sweden. Our material consisted of semi-structured interviews and archival documents. The article illuminates two salient challenges for new school ventures: the need for legitimacy from a diverse set of stakeholders and the marshalling of sufficient resources. To cope with these challenges, the organizations combined an outward conformist strategy with an inward resource replacement strategy. Moreover, even though all ventures experienced obstacles, the character and magnitude of these obstacles differed depending on their mode of emergence.

Anatomy of a Peace Educator: Her Work and Workplace

This article reports a case study that examined the peace education practice of a 5th and 6th grade teacher at an independent, non-profit school in the Mid-western United States. The study used Paulo Freire’s (1970) conception of dialogue as its conceptual framework. After describing the study’s context and methods, we present data focusing on the teacher’s background and development as a peace educator, her teaching practices, and her relationships with her students, school and local community. We discuss Michelle’s interdisciplinary approach to peace education linked with her personal background and her use of dialogue as dynamic, fluid, and relational. Our analyses also prompted emergent themes for which we used curriculum theory to capture forms of integration between the personal and political dimensions of peace education, based on which, we propose an “integrated peace education.”

Examining the Effect of Increasing Gibson’s Semantic Levels on Non-profit School Students’ Environmental Satisfaction in Tehran’s District

Examining the Effect of Increasing Gibson’s Semantic Levels on Non-profit School Students’ Environmental Satisfaction in Tehran’s District

Establishing and implementing a health promoting school in rural Cambodia.

Few studies have used a whole-of-school approach in implementing a health promoting schools (HPS) framework. Descriptions of how HPS is being implemented, particularly in low-resourced, developing countries, are limited. This study used an exploratory case study design to examine the planning and implementation of a HPS in a rural Cambodian village. Data were collected via observations of the school, school documentation, and interviews with stakeholders (n = 9). The data were analysed inductively as an iterative process, from initial coding, through to categorizing, leading to concept mapping and then identifying the emergent themes within the stages of school development and implementation of educational and health programming. The case study demonstrated how all six components of the HPS framework can be used to plan and implement a school in a rural village in a developing country. The key elements of implementation were building local and international partnerships, local leadership, and a culture of change and participation. These elements were used to establish a non-profit school that aimed to address the stated health and educational needs of local villagers. This case study adds to the limited evidence on the HPS components and implementation methods that are being applied in low-resourced, developing countries.

“Let’s Get Together and …”: Starting and Continuing Allen Creek, a Psychoanalytic School

ABSTRACTIn this paper, the authors describe the long tradition of psychoanalysts and educators working together for the benefit of children and families. They recount the inception and evolution of one nonprofit psychoanalytic school, Allen Creek Preschool in Ann Arbor, Michigan, in terms of the conceptual and practical underpinnings their group brought together. Stories of work by psychoanalyst “family consultants,” teachers, parents, and children illustrate the partnerships formed and the impact on all concerned in building emotional muscle and mastering developmental transitions and transformations.

Some Reflections on Private Schools’ Withdrawal Mechanism from the Perspective of New “Non-Governmental Education Promotion Law”

The new “Non-Governmental Education Promotion Law” established the classified management system of profit-oriented and non-profit-oriented private schools and confirmed it as the basic framework and orientation of legislation. To scientific design for-profit and non-profit school drop-out mechanisms, we defined the basic connotation of the exit mechanism of the private school. Hence, the conclusion obtained is that two occasions will appear, respectively withdrawal of private education due to “crisis” and because of “business opportunity”. So we improve some suggestions on improving domestic private schools’ withdrawal mechanism. For the non-profit private schools of the withdrawal mechanism, we should establish a risk alert mechanism, withdrawal property rights mechanism and stakeholder protection mechanisms. For profit-oriented private schools’ withdrawal mechanism, the author holds the idea that the following can be concentrated on based on referring to “Company Law” and “Bankruptcy Law”: construct property circulation mechanism based on efficiency, the third Party’s assessment mechanism based on justice and withdrawal supervision mechanism based on order.

Shifting Logics and Performance Measurement Practices in Hybrid Universities

This paper contributes to the current debate on the shifting logics and performance measurement practices in hybrid universities. It draws upon notions of neo-institutional theory and adopts a longitudinal and ethnographic case study methodology based on participant observations and several interviews. The study focuses on the case of Kozminski University, a private and independent non-profit business school whose brand is recognized at home and internationally. Findings show that universities and academic workers, particularly their business and academic logics, are constrained by various factors related to the specific field and the local society. These factors include the burden of government regulations and control of the state (i.e., state logic), the expectations of different clients (i.e., students, enterprises, government agencies), and the need to comply with international standards and market mechanisms (i.e., market logic). Our results show that multiple logics shape the performance measurement practices of universities and generate hybrid solutions. While previous literature has mainly focused on competing logics and the possible tensions they generate when expectations/pressures are divergent, this paper has also shown that potentially conflicting logics may ‘peacefully’ coexist in a university context.

Creating a Culture of Empowerment and Accountability at St. Martin de Porres High School (A)

Change is hard for all but perhaps more difficult for school leaders and other nonprofit organizations. The role that culture plays in a mission-driven organization can often be an impediment to change. This case uses a unique education institution, St. Martin dePorres School of the Cristo Rey Network, to illustrate the importance of culture in implementing change. It demonstrates how leaders can articulate a vision and create a strategy to change an organization and move toward success. The case focuses on the leadership team of Principal Mike Odiotti and Assistant Principal Judy Seiberlich and how they used cultural change as the key driver to school success. That success was defined by improved academic performance, greater accountability for students, teachers and staff and stronger empowerment of constituents. It includes an overview of how the school's leadership team used data to drive decision making. This case is ideal for MBA students, executives in nonprofit management or school leadership and can be used to illustrate change management, nonprofit leadership, culture change, mission-driven strategy or school leadership. It addresses critical issues that organizations face and provides tools and tactics that can be applied to mission-driven enterprises.Understand the role culture plays in creating change in an organization Gain an appreciation and comprehension for the relevance of shaping culture when implementing a vision Recognize norms guide people's behavior in organizations. Learn to identify the norms that promote positive cultures and those that create toxic environments Learn how to diagnose organizational culture using the “Iceberg Model” Build a repertoire of skills needed to successfully change and shape an organization's culture

Creating a Culture of Empowerment and Accountability at St. Martin de Porres High School (B)

Change is hard for all but perhaps more difficult for school leaders and other nonprofit organizations. The role that culture plays in a mission-driven organization can often be an impediment to change. This case uses a unique education institution, St. Martin dePorres School of the Cristo Rey Network, to illustrate the importance of culture in implementing change. It demonstrates how leaders can articulate a vision and create a strategy to change an organization and move toward success. The case focuses on the leadership team of Principal Mike Odiotti and Assistant Principal Judy Seiberlich and how they used cultural change as the key driver to school success. That success was defined by improved academic performance, greater accountability for students, teachers and staff and stronger empowerment of constituents. It includes an overview of how the school's leadership team used data to drive decision making. This case is ideal for MBA students, executives in nonprofit management or school leadership and can be used to illustrate change management, nonprofit leadership, culture change, mission-driven strategy or school leadership. It addresses critical issues that organizations face and provides tools and tactics that can be applied to mission-driven enterprises.Understand the role culture plays in creating change in an organization Gain an appreciation and comprehension for the relevance of shaping culture when implementing a vision Recognize norms guide people's behavior in organizations. Learn to identify the norms that promote positive cultures and those that create toxic environments Learn how to diagnose organizational culture using the “Iceberg Model” Build a repertoire of skills needed to successfully change and shape an organization's culture

Mentor's Introduction for Asavari Thatte

This is an introduction of the study and doctoral dissertation of Asavari Thatte. The introduction positions the story of Totto-chan, the young protagonist of a book which takes place in Japan during World War II, with Asavari Thatte’s dissertation about the Learning Home, a non-profit school in India. Through narrative inquiry, the study encourages readers to consider lived experiences and embodied pursuits of learning at the Learning Home through interconnected relationships of curriculum, place, and design.

Board Development Practices on Public Versus Nonprofit School Boards: Is There a Difference?

Governing boards are a critical asset for every public and nonprofit organization. Scholars have found that effective boards are associated with organizations that tend to perform better than those with ineffective boards, in the public and nonprofit sectors. The attention these boards receive because of their crucial missions demands the need for high-quality training and development activities to give them the best chance at high performance. In this study, we examined the extent to which school boards in Minnesota—both traditional public and nonprofit charter—engage in developmental activities, and we looked at differences between these board types in how they prioritize board development activities. Our findings indicate a number of significant differences between public and nonprofit boards in terms of the extent to which they engage in board development activities, the reasons for engaging in those development activities, and how these boards prioritize development activities. Subscribe to JNEL

Comparing Nonprofit Charter and Traditional Public School Board Member Perceptions of the Public, Conflict, and Financial Responsibility: Is there a difference and does it matter?

In this paper, survey data collected from nonprofit charter school board and elected public school board members in Minnesota is used to test three hypotheses relating to theories of New Public Management, democratic governance, and small group dynamics. We find that nonprofit charter school board members perceive lower levels of conflict, place less priority on the general public, and perceive a higher degree of governance responsibly in the area of financial management, than elected board members. We conclude that the increased use of nonprofit charter schools has potentially substantial implications on accountability and effectiveness in the delivery of public education.

Student nurses' perceived challenges of nursing in India.

A profound nursing shortage exists in India. Increasingly nursing students in India are opting to migrate to practise nursing abroad upon graduation. Perceptions and attitudes about nursing are shaped during student experiences. The purpose in conducting this research was to illuminate student nurses' perceived challenges of nursing in India. This study took place at a hospital-based, private mission non-profit school of nursing in Bengaluru, India. Purposive sampling of nursing students yielded 14 participants. Photovoice, a qualitative participatory action research methodology, was used. Data were collected between August 2013 and January 2014. A strong international collaboration between researchers resulted in qualitative thematic interpretation of photographs, critical group dialogue transcripts, individual journal entries and detailed field notes. Two main themes were identified including the perceived challenges of a hierarchal system and challenges related to limited nursing workforce capacity. Subcategories of a hierarchal system included challenges related to image, safety, salary and balance. Subcategories of limited workforce capacity were migration, work overload, physical demand, incongruence between theory and practice, and knowledge. Nursing as a profession in India is still in its infancy when measured against standard criteria. Change in health policy is needed to improve salary, safety for nurses, and nurse to patient ratios to address hierarchal and workforce capacity challenges in India.

Unlearning adultism at Green Shoots: a reflexive ethnographic analysis of age inequality within an environmental education programme

In 2010, I volunteered at Green Shoots, a service-learning educational non-profit school focused around environmental justice. While the school claimed to operate under an egalitarian, empowering ‘community of practice’ framework, the experiences of youth and myself revealed a hierarchal power dynamic that put unequal demands on youth and left them feeling disrespected. Blending ethnographic and reflexive statements, I examine this age inequality, called adultism, and how it affected the community of practice at Green Shoots as well as myself. Findings reveal that adultist expectations were placed on youth in conversations and in work demands. Adultism also intersected with other social locations such as race/gender/class and led youth to engage in resistance strategies against me, an adult they could control. Finally, I conclude that adultism must be addressed within educational settings and we as educators must reflect on our own adultism to truly educate for social and environmental justice.

Dismissing Domesticity

Dismissing Domesticity Lavinia Ludlow (bio) The Freak Chronicles. Jennifer Spiegel Dzanc Books. http://www.dzancbooks.org. 261pages; paper, $15.95, eBook, $7.99. A book titled The Freak Chronicles (2012) might be misjudged as a collection about velour vest-wearing hipsters deviating from the norm through outlandish fetishes, neuroses, and ethos. On the contrary, Jennifer Spiegel’s sentiments of “freak” differ immensely from the overused and often misunderstood terminology, as depicted in her recent release comprised of eleven eccentric short stories. Collectively, Spiegel drew inspiration from multiple countries and cultures, highlighting protagonists who deviate from conventional life in developed nations by thrusting themselves into developing worlds with harsh physical and political climates. At times, the characters in these eleven stories occupy not only suffer from the physical and psychological duress of inhabiting a foreign nation, but also the alienation of being a stranger in a strange land. In “Goodbye, Madagascar,” an Irish pastor exhibits frustration from the neediness of the Xhosa people he serves, and is often irritated that his audience consists mostly of women and children who don’t understand English. This piece sheds light on the fact that everyone, even those we look up to for guidance and hope, loses faith and questions “God’s” ability to care. Spiegel underlines the obvious fact that everyone, even the most holy, belongs to a flawed species who share universal feelings of loneliness and isolation. We drink too much, question the Divine or the lack thereof, and will blame internal strife on every external force possible without once thinking that our biggest problems come from within. Hardly a story of drab religiousness, “Goodbye, Madagascar” is a glimpse into the lives of two missionaries, their less-than-innocent backgrounds; their search for inner absolution. Despite a transgression, they trudge forth to see out meaning in their work, self-sacrifice, and their marriage. In “Zigzag Bridge,” an American named Liz travels to China to observe and write up her findings on a friend’s nonprofit school for girls. Upon arrival, she undergoes the culture shock of being a privileged visitor in a country where education is nonexistent in rural areas, baby girls are abandoned because of the “one child law,” and women kill themselves if they are unable to produce a son. Charitable foreigners flock to the country to provide aid, which Liz views as merely “a hiatus from their civilized existences. They have the luxury of eating bugs and sleeping in mud, but they’re totally vaccinated…. Poverty porn, I’ve heard it called.” Liz’s revelations plunge her into deep discussions with her travel partner, asking tough questions such as, “Doesn’t our work just reaffirm the idea that we’re rich Americans here to save the day because the poor Chinese don’t even diaper their babies? Aren’t we trying to be inclusive, but ultimately waving our flag around?” A disheartening yet thought-provoking tale, Spiegel hits the mark with “Zigzag Bridge” by pointing out the fruitlessness of foreign charity in a country suffering from such overwhelming social issues like poverty and illiteracy. Of all the stories in this collection, “Glasnost” is one of the strongest and most compelling. A woman narrates through the major milestones in her life from student, to playwright, to wife, and the small moments in between like her short stint in Russia where she encountered strangers crying on the street to lovers kissing on the train. Her nonlinear narratives are intercepted with background details packed with blunt and darkly comical truths: “By the end of the year, Soviet Communism will fall, and Elizabeth will leave for college, never to return to her parents’ world again except for short-lived visits that will leave her inexplicably gloomy and noisily independent, examining things like student loan payment plans and doing things like crying aloud during blockbuster movies that aren’t particularly sad.” The title story features a well-articulated narrator named Jennifer who tells her story in a systematic matter by touching on the major milestones of her life at the ages of 19, 24, 28, and so forth. She begins her tale as a bio student looking pitifully down at her dissection and then flashes...

What's Your Role in The Future of Higher Education?

What's Your Role in The Future of Higher Education?

The impact of school choice and public policy on segregation: Evidence from Chile

Advocates argue that vouchers can make improved educational opportunity available to disadvantaged students. Critics contend that vouchers increase the risk of stratification. Researchers have found that Chile's voucher program has lead to increased socioeconomic school segregation. What has been overlooked, however, is segregation between schools within a sector and variation within private for-profit and non-profit school sectors. I find that public schools are more likely to serve disadvantaged students than private voucher schools. I also find that disadvantaged students are more segregated among private voucher schools than among public schools. While between and within sector segregation levels vary across private voucher school types, the differences are not always consistent with theory. The data also suggest that policies can either mitigate or exacerbate the stratifying effects of educational vouchers.

Building Emotional Muscle in Children and Parents

The concept of "emotional muscle" arose from clinical work in relation to therapeutic impasse and as a criterion for moving toward a "good goodbye. "It was applied to work at Allen Creek Preschool, a non-profit psychoanalytic school in Ann Arbor, Michigan, dedicated to the emotional and cognitive growth of families and their children from 0-6 years of age. The idea of building emotional muscle makes immediate intuitive sense to parents, children, teachers, therapists, and patients. It is a bridge between the abstract concepts and findings of developmental researchers and the everyday practicalities of family life, school, and the consulting room. The concept of "emotional muscle" promotes multidisciplinary understanding of personality structure and growth and contributes to the use of multi-modal therapeutic techniques.