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dc.contributor.advisorGordon, Stephen P.
dc.contributor.advisorPrice, Larry R.
dc.contributor.authorLee, Brett
dc.date.accessioned2018-11-12T21:14:29Z
dc.date.available2018-11-12T21:14:29Z
dc.date.created2018-12
dc.date.issued2018-10-10
dc.date.submittedDecember 2018
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/7776
dc.description.abstractThis study explored the practice of crowdfunding by certified teachers in public schools and the methods they employed to finance learning materials and resources on behalf of their respective classrooms and schools. While there are numerous studies pertaining to crowdfunding for-profit ventures, there is a lack of research on this method of crowdsourced, online fundraising in educational institutions. This study included the insights of 12 certified teachers and 4 principals. The four sites selected for the study consisted of campuses from a Texas school district that raised the most money over a ten year period on the website DonorsChoose. Grounded theory methodology was utilized as a means of generating a theory from the data. Teacher and administrator interviews were the primary form of data utilized by the researcher to inductively develop conceptual categories and an integrated theory. The collection and analysis of data also included: proposal text, photographs, thank-you letters, and archived statistics. The findings indicate teachers utilized crowdfunding as an alternative to spending their own money for student supplies. Although teachers wrote crowdfunding proposals at home, participants explained that investing their “free time” yielded improvements in their teaching and their students' learning and self-efficacy. Across each site studied, teachers demonstrated a willingness to share information and resources with fellow teachers. The practice of crowdfunding led to the formation of informal learning communities and formal professional development. The teachers that authored the most crowdfunding proposals and raised the most money were from Title I elementary schools. The teachers, many of whom work in dual language classrooms, identified equity as the primary goal of their online efforts.
dc.formatText
dc.format.extent205 pages
dc.format.medium1 file (.pdf)
dc.language.isoen_US
dc.subjectCrowdfunding
dc.subjectK-12
dc.subjectClassrooms
dc.subjectPublic schools
dc.subjectDonorsChoose
dc.subjectPrimary
dc.subjectElementary
dc.subjectFundraising
dc.subjectSchool finance
dc.subjectCrowdsourced
dc.subjectCrowdsourcing
dc.subjectGoFundMe
dc.subjectKickStarter
dc.subjectFacebook
dc.subjectSocial media
dc.subjectSocial justice
dc.subjectSocial capital
dc.subjectSocial entrepreneurship
dc.subjectSocial entrepreneurs
dc.subjectTeacherpreneurs
dc.subjectCivic crowdfunding
dc.subjectCommunity school partnerships
dc.subjectTitle I
dc.subjectSEL
dc.titleFinancing Public Education via Crowdfunding: K-12 Teachers as Social Entrepreneurs
txstate.documenttypeDissertation
dc.contributor.committeeMemberLustick, Hilary
dc.contributor.committeeMemberAshford, Shetay
thesis.degree.departmentCounseling, Leadership, Adult Education, & School Psychologyen_US
thesis.degree.disciplineSchool Improvement
thesis.degree.grantorTexas State Universityen_US
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophyen_US
dc.creator.orcidhttps://orcid.org/0000-0001-8371-9296
txstate.departmentCounseling, Leadership, Adult Education, and School Psychology


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