How Charter Schools Do, and Don't, Inspire Change in Traditional Public School Districts

Autor/inn/en	Linick, Matthew; Lubienski, Christopher
Titel	How Charter Schools Do, and Don't, Inspire Change in Traditional Public School Districts
Quelle	In: Childhood Education, 89 (2013) 2, S.99-104 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2013.774203
Schlagwörter	Charter Schools; Public Schools; Competition; Responses; Educational Change; Organizational Change; School Districts; Influences; Foreign Countries; Arizona; California; Minnesota; New Zealand + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Public school; Öffentliche Schule; Wettkampf; Bildungsreform; Organisationswandel; School district; Schulbezirk; Influence; Einfluss; Einflussfaktor; Ausland; Kalifornien; Neuseeland
Abstract	For some, charter schools represent the hope of improved student learning and performance. It is hoped to understand the theory of change underlying charter schools relative to the actual evidence on their impact. In order to address this issue, the authors examine the logic of organizational change and competitive options, drawing on evidence about the competitive effects of charter schools. First, this paper explores external factors that may induce or mitigate the pressure of a public school district to respond to competition from charter schools; these factors include the market share of charter schools, the degree of loss to these competing schools, the size of the student population, or the quality of the competing schools. Analyzing existing research that identifies these factors and how they relate to the response of the public school district demonstrates how and if external pressures mitigate or induce a competitive response from the traditional school district. Next, the authors focus on how internal factors relate to the ways in which a public school district might respond to competitive pressure. Such factors include the knowledge, attitude, and beliefs of the district leadership and the organizational behavior of the public school district. (ERIC).
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