Discipline in Charter Schools: Investigating How School Design Shapes Disciplinary Culture

Autor/in	James, Shondell B. R.
Titel	Discipline in Charter Schools: Investigating How School Design Shapes Disciplinary Culture
Quelle	(2018), (168 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Hofstra University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4386-4584-4
Schlagwörter	Hochschulschrift; Dissertation; Discipline; Charter Schools; School Culture; Discipline Policy; Hidden Curriculum; Institutional Characteristics + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Disziplin; Charter school; Charter-Schule; Schulkultur; Schulleben; Disziplinarmaßnahme; Heimlicher Lehrplan
Abstract	Background: Charter schools are one of the most recent attempts at improving the educational outcomes for low-income and minority students. These schools were created with the intent of being innovative, individualized, and allowing parents choice about the type of education their child received. This intention has not been fully realized, instead charter schools have been debated because of mixed performance and issues that have arisen surrounding their discipline policies, specifically suspension rates and strict behavior regulations. Purpose: This paper explores how educators perceive and experience school culture across two different types of charter schools, with the intent of revealing diversity within the charter school sector. In doing so, it seeks to understand how discipline policies differ across charter school types, and the impact of these differences on school culture. Research Design: Using the theoretical framework of a hidden curriculum, this multiple case study highlights the impact that discipline policies have on the school culture. Research Question: How do different charter design models shape the disciplinary culture in schools? Findings: (1) Community-based charter schools, whether No-Excuses or independent, are moving away from stringent disciplinary practices, but this results in perceived inconsistencies in implementation of their discipline policy. (2) The design model of the charter influences the disciplinary culture of the school, which is experienced differently based on one's position. (3) Implicit assumptions about student demographics and the accountability context influence disciplinary practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01