Civic Capacity: Theory, Research and Practice

Shinn, Craig W.

doi:10.1080/10841806.1999.11643352

Cited by 9 publications

(16 citation statements)

References 8 publications

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“…Department of Education, 2004). Reschly (2005), Shinn (2005), Fletcher and Vaughn (2009), and others also provide a description of what an RTI model might look like, describing what they consider to be standard protocol models of RTI implementation. Although the notion of RTI as a process of service delivery may have potential to be helpful to both regular education and special education, the extant evidence does not support the seemingly unbridled enthusiasm for its current readiness status from its proponents who appear to have been overly optimistic and often incomplete in their presentations of the RTI model, with regard to its research support, ease of implementation, breadth of applications in the schools, clarity of what constitutes responsiveness, and the ability of the RTI model to benefit children with learning disabilities (LD).…”

Section: Rti As a Prevention Strategy: What Is The State Of The Evide...mentioning

confidence: 99%

“…A key component, and one lauded by Gresham et al (2008), Gresham et al (2004), Fletcher and Vaughn (2009), Reschly (2005), Shinn (2005), and promoted by Siegel (1989) among others is the removal of IQ and the so-called “severe discrepancy” component of LD-diagnosis from consideration in RTI, especially as it pertains to diagnosis of a learning disability. OSERS never defined what was meant by a “severe discrepancy,” although a Federal task force did examine the issue and recommended a model of best practice (see Reynolds, 1984, for the official report).…”

Section: Rti In Diagnosismentioning

confidence: 99%

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Response to Intervention: Ready or not? Or, from wait-to-fail to watch-them-fail.

Reynolds¹,

Shaywitz²

2009

School Psychology Quarterly

171

131

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Response to Intervention (RTI) models of diagnosis and intervention are being implemented rapidly throughout the schools. The purposes of invoking an RTI model for disabilities in the schools clearly are laudable, yet close examination reveals an unappreciated paucity of empirical support for RTI and an overly optimistic view of its practical, problematic issues. Models are being put into practice without adequate research and logistical support and neglect the potential negative long-term impact on students with disabilities. Many implementation problems exist: (a) the vagaries of critical details of the model in practice; (b) the lack of consideration of bright struggling readers; (c) the relativeness, contextual, situation dependent nature of who is identified; (d) the worrisome shortcomings of the RTI process as a means of diagnosis or determination of a disability; and (e) the apparent lack of student-based data to guide effective choice of approaches and components of intervention. Practiced as a model of prevention, the authors agree with the concept of RTI. As the authors witness its application to disability determination sans the benefit of a reliable and valid empirical basis, the potential benefits to some children with disabilities remain an unproven hypothesis while the potential detriment to some children with disabilities remains a very real possibility. Keywords learning disabilities; intelligence; prevention; intervention; diagnosis RTI as a Prevention Strategy: What is the State of the Evidence? Current EvidenceFuchs, Mock, Morgan, and Young (2003), Gresham, Restori, and Cook (2008), Fletcher and Vaughn (2009), Reschly (2005, and many others have described the 2004 changes to the federal laws governing special education eligibility for specific learning disabilities (Individuals With Disabilities Education Improvement Act; IDEIA) focusing on what is commonly know as Response to Intervention (RTI). In doing so, they typically also review evidence in support of the shift to an RTI model of service delivery, most clearly explicated in the recent revisions to rules for implementation of the IDEIA (U.S.

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Section: Rti As a Prevention Strategy: What Is The State Of The Evide...mentioning

confidence: 99%

Section: Rti In Diagnosismentioning

confidence: 99%

Response to Intervention: Ready or not? Or, from wait-to-fail to watch-them-fail.

Reynolds¹,

Shaywitz²

2009

School Psychology Quarterly

171

131

View full text Add to dashboard Cite

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“…She also identified elements of “individual civic capacity,” including human capital, motivations, information, media access/reputation, access to resources or influence, relationships, and social position, but also included other elements that, while not skills per se, may impact one’s engagement such as participation costs and perceived incentives for civic engagement. Clearly, civic capacity “has not developed units of analysis” (Shinn 1999:114).…”

Section: Challenges Of Defining Civic Capacitiesmentioning

confidence: 99%

Differentiating Participation: Identifying and Defining Civic Capacities Used by Latino Immigrants in Participatory Budgeting

Meléndez

Martinez-Cosio

2021

City & Community

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Participatory planning has faced challenges engaging predominantly Spanish-speaking immigrants beyond the bottom rungs of Arnstein’s ladder of citizen participation. Participating at any level of the ladder requires individual civic skills, or capacities, that are integral to participatory processes. However, the specific skills necessary for collective action are less certain, due in part to a lack of clear definitions and a lack of clarity about how these capacities work in practice. Drawing on two years of data from a participatory budgeting process in an immigrant community in Chicago, Illinois, the authors identify key civic capacities that Spanish-speaking immigrants activated while engaging in civic discourse, and they explore the role these capacities played in moving ideas toward collective decision making. The authors present an organizational schema that aligns the study’s findings of 17 unique civic capacities with capacities identified in the literature as helping participants engage more meaningfully in decision-making processes.

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“…Like much research on civic capacity, their work departed from the more common term "social capital" (Jun 1999). Instead it is extended to the social requirements for successful democratic governance (Shinn 1999). Instead it is extended to the social requirements for successful democratic governance (Shinn 1999).…”

Section: Civic Capacitymentioning

confidence: 99%

“…For these authors the term "civic capacity" includes but goes beyond social capital. Instead it is extended to the social requirements for successful democratic governance (Shinn 1999). According to these authors, unlike social capital, civic capacity (1) is the product of conscious chosen strategies and (2) enhances community capacity for self-governance.…”

Section: Civic Capacitymentioning

confidence: 99%

Facing the Great Recession in Deprived Urban Areas: How Civic Capacity Contributes to Neighborhood Resilience

2018

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Research suggests that some communities are more resilient than others in the face of the same external stress. Both the local effects of and local responses to the 2008 financial collapse and economic recession have been geographically variegated. Drawing upon two case studies in the Metropolitan Region of Barcelona (Spain), this paper aims to understand why some historically deprived neighborhoods are proving more resilient than others in facing the effects of the Great Recession. We conclude that neighborhood resilience, strongly influenced by the precrash context and by socially produced conditions of vulnerability, operates in each community according to at least three context-specific and interdependent factors: built environment, social capital, and civic capacity. We focus on civic capacityunderstood as neighborhood ability to mobilize different sectors of the community to act in a coordinated fashion around matters of community-wide importanceand demonstrate that it is a significant resource contributing to neighborhood resilience.

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Civic Capacity: Theory, Research and Practice

Cited by 9 publications

References 8 publications

Response to Intervention: Ready or not? Or, from wait-to-fail to watch-them-fail.

Response to Intervention: Ready or not? Or, from wait-to-fail to watch-them-fail.

Differentiating Participation: Identifying and Defining Civic Capacities Used by Latino Immigrants in Participatory Budgeting

Facing the Great Recession in Deprived Urban Areas: How Civic Capacity Contributes to Neighborhood Resilience

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