Literaturnachweis - Detailanzeige
| Autor/inn/en | Glazer, Joshua L.; Massell, Diane; Malone, Matthew |
|---|---|
| Titel | Charter Schools in Turnaround: Competing Institutional Logics in the Tennessee Achievement School District |
| Quelle | In: Educational Evaluation and Policy Analysis, 41 (2019) 1, S.5-33 (29 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Massell, Diane) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-3737 |
| DOI | 10.3102/0162373718795051 |
| Schlagwörter | Charter Schools; School Turnaround; Educational Policy; Educational Change; Organizational Change; School Districts; Outcomes of Education; Educational Improvement; Tennessee |
| Abstract | States increasingly lean on charter organizations to take responsibility for their most underperforming turnaround schools. These efforts employ a different constellation of regulation, market forces, and community involvement that constitute more complex environments for charters. This article relates the experience of operators within the Tennessee Achievement School District adapting to stringent performance demands, weak markets, and a vocal community. Results show the pressures this environment placed on operators to improve outcomes with restricted controls while simultaneously acting as community organizations dedicated to a wide range of goals. We conclude that while charter organizations can support school turnaround, the demands of a contested and complex environment require well-resourced organizations capable of meeting diverse expectations from varying stakeholders. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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