Accolades and Recommendations: A Longitudinal Analysis of Monitoring Reports for Two Charter Schools Serving Native American Students

Autor/inn/en	Anderson, Derek L.; Holder, K. C.
Titel	Accolades and Recommendations: A Longitudinal Analysis of Monitoring Reports for Two Charter Schools Serving Native American Students
Quelle	In: Journal of School Choice, 6 (2012) 2, S.184-208 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-2159
DOI	10.1080/15582159.2012.673967
Schlagwörter	Feedback (Response); Charter Schools; American Indians; Academic Achievement; Longitudinal Studies; Case Studies; Annual Reports; Educational Assessment; Educational Indicators; American Indian Education; Rural Schools; Interviews; School Visitation; Content Analysis; Position Papers; Achievement Rating; Change Strategies; Accountability; Institutional Characteristics; Curriculum Evaluation + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; American Indian; Indianer; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Annual report; Tätigkeitsbericht; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Interviewing; Interviewtechnik; Inhaltsanalyse; Positionspapier; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Lösungsstrategie; Verantwortung; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung
Abstract	This longitudinal case study examines 10 years' worth of annual monitoring reports for two rural Native American Charter Schools. Using data from multiple sources including interviews, site visits, and document analyses, the authors used provisional coding and constant comparison analysis to categorize the accolades and recommendations embedded in the annual reports. The reports reveal that both schools received the most feedback related to assessment, curriculum, and administration. Monitoring report emphasis on standardization of curriculum and testing conflicts with the espoused values of making connections between the school and the Native American community in which they are situated. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10