Beyond the Charter Schoolhouse Door: Teacher-Perceived Autonomy

Autor/in	Gawlik, Marytza A.
Titel	Beyond the Charter Schoolhouse Door: Teacher-Perceived Autonomy
Quelle	In: Education and Urban Society, 39 (2007) 4, S.524-553 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124507304074
Schlagwörter	Professional Autonomy; Charter Schools; Teacher Role; Educational Legislation; Teacher Attitudes; Teaching Conditions; School Based Management; Governance; Administrative Organization; Elementary Schools; Accountability; Public Schools; Elementary School Teachers; Low Income Groups; Educational Change; Disadvantaged Youth; Minority Groups + Suchen Sie Ihr Suchwort? Berufsfreiheit; Charter school; Charter-Schule; Lehrerrolle; Bildungsrecht; Schulgesetz; Lehrerverhalten; Lehrbedingungen; Unterrichtsbedingungen; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Elementary school; Grundschule; Volksschule; Verantwortung; Public school; Öffentliche Schule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Bildungsreform; Benachteiligter Jugendlicher; Ethnische Minderheit
Abstract	This article presents a study that explores the relationship between charter schools and teacher autonomy. The theoretical framework is based on the charter school concept, whereby three policy levers--choice, deregulation, and accountability--lead to various goals for the charter school. One of the first and foremost of these is the enhancement of professional autonomy and opportunities for teachers. The assumption is that teachers who select the schools they want to work at will be more willing to invest their time and energy and be more dedicated to the school. Although charter school legislation has provided significant autonomy for professionals in exchange for accountability, the school-based initiatives that have been under way suggest that the autonomy is not always present. (Contains 1 table and 2 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10