Policy, Technology, and Practice in Cyber Charter Schools: Framing the Issues

Autor/in	Ahn, June
Titel	Policy, Technology, and Practice in Cyber Charter Schools: Framing the Issues
Quelle	In: Teachers College Record, 113 (2011) 1, S.1-26 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-9620
Schlagwörter	Electronic Learning; Charter Schools; Academic Achievement; Online Courses; Virtual Classrooms; Educational Policy; Web Based Instruction; Case Studies; Educational Practices; Policy Analysis; Governance; Student Evaluation; Teacher Education; Stakeholders; Problems + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Schulleistung; Online course; Online-Kurs; Politics of education; Bildungspolitik; Web Based Training; Case study; Fallstudie; Case Study; Bildungspraxis; Politikfeldanalyse; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Schulnote; Studentische Bewertung; Lehrerausbildung; Lehrerbildung; Problemsituation
Abstract	Background: Online learning in K-12 education has grown rapidly in the past decade. Cyber charter schools (CCSs) have been a particularly controversial form of online school, but there is very little scholarly examination of these new organizations. As CCSs expand, policymakers and stakeholders have a critical need to understand how to evolve the charter school policies that govern these new school forms. Focus of Study: Through a three-site case study, this paper (1) explores what current charter policies govern CCSs and (2) outlines the practices in these schools that might illuminate future policy needs. Specifically, the findings highlight how cyber charters problematize existing charter school policies in the areas of authorizers and governance, teacher policy, and student achievement. Research Design: The study presents an exploratory, comparative case study. The exploratory analyses illuminate implications for how policymakers understand governance, teacher policy, and the evaluation of student achievement in cyber charters. The comparative case design also highlights how different state policy contexts might influence the practices of CCSs. Conclusions: Cyber charter schools introduce new ways of delivering public schooling. The study shows how state leadership is vital to coordinate student enrollment across geographic boundaries, funding mechanisms, and conflicts between CCSs and established stakeholders. This paper also illuminates how teaching and learning practices differ in an online environment and introduces questions of teacher preparation and professional practices. Finally, CCSs in this study serve unique, niche student populations that opt out of the traditional school system. These considerations are vital for evaluating student achievement in cyber charters. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10