Teacher Community in Elementary Charter Schools

Autor/in	Cannata, Marisa
Titel	Teacher Community in Elementary Charter Schools
Quelle	In: Education Policy Analysis Archives, 15 (2007) 11, S.1-29 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Charter Schools; Public School Teachers; Elementary School Teachers; Collegiality; Interprofessional Relationship; Traditional Schools; Comparative Analysis; Teacher Surveys; School Surveys; Organizational Theories; Behavioral Science Research; Social Attitudes + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kollegialität; Traditioneller Unterricht; Organisationstheorie; Social attidude; Soziale Einstellung
Abstract	The organizational context of charter schools may facilitate the formation of a strong teacher community. In particular, a focused school mission and increased control over teacher hiring may lead to stronger teacher professional communities. This paper uses the 1999-2000 Schools and Staffing Survey to compare the level of teacher community in charter public and traditional public schools. It also estimates the effect of various charter policy variables and domains of school autonomy on teacher community. Charter school teachers report higher levels of teacher community than traditional public school teachers do, although this effect is less than one-tenth of a standard deviation and is dwarfed by the effect of a supportive principal, teacher decision-making influence, and school size. Charter public schools authorized by universities showed lower levels of teacher community than those authorized by local school districts. Teachers in charter schools that have flexibility over tenure requirements and the school budget report higher levels of teacher community. This study reveals that charter schools do facilitate the formation of strong teacher communities, although the effect is small. The analysis also suggests that the institutional origin of the charter school and specific areas of policy flexibility may influence teacher community. (Contains 1 figure and 6 tables.) (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. % Editor, USF College of Education, 4202 E. Fowler Avenue, EDU162, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10