Educational Renegades: Dissatisfied Teachers as Drivers of Charter School Formation

Autor/inn/en	Milliman, Scott; Maranto, Robert
Titel	Educational Renegades: Dissatisfied Teachers as Drivers of Charter School Formation
Quelle	In: Journal of School Choice, 3 (2009) 2, S.138-162 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-2159
Schlagwörter	Charter Schools; Job Satisfaction; School Districts; Educational Indicators; Educational Assessment; Educational Development; Predictor Variables; Parent Role; Teacher Role; Multiple Regression Analysis; Educational Change; School Restructuring; State Surveys; Teacher Morale; Arizona; United States + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; School district; Schulbezirk; Educational indicato; Bildungsindikator; Education; assessment; Bewertungssystem; Bildungsentwicklung; Prädiktor; Parental role; Elternrolle; Lehrerrolle; Bildungsreform; Schulreformplan; Schulumwandlung; Teacher; Teachers; Morale; Lehrer; Lehrerin; Lehrende; Moral; USA
Abstract	The U.S. charter school movement has expanded rapidly, but this growth is geographically uneven at the school district level. Focusing on Arizona--which has the least restrictive charter school law in the United States--we use district variables to determine the factors driving charter market share in 41 districts. Included in our analysis is an explicit measure of teacher dissatisfaction, which is not found in past work. Like previous analyses, we find that greater private school penetration prompts charter formation. In addition, we find quantitative confirmation of the fieldwork of Hess, Maranto, & Milliman (2001) and others suggesting that dissatisfied district school teachers drive Arizona charter growth by starting and staffing those schools. (Contains 2 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10