Institutional v. Technical Environments: Reconciling the Goals of Decentralization in an Evolving Charter School Organization

Autor/in	Huerta, Luis A.
Titel	Institutional v. Technical Environments: Reconciling the Goals of Decentralization in an Evolving Charter School Organization
Quelle	In: Peabody Journal of Education, 84 (2009) 2, S.244-261 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
Schlagwörter	Charter Schools; School Choice; School Organization; Educational Environment; Case Studies; School Restructuring; Organizational Climate; Organizational Change; Barriers; Institutional Characteristics; Hispanic American Students; Change Strategies; Coping; California + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Choice of school; Schulwahl; School organisation; Schulorganisation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Case study; Fallstudie; Case Study; Schulreformplan; Schulumwandlung; Organisationsklima; Organisationswandel; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Lösungsstrategie; Bewältigung; Kalifornien
Abstract	This article analyzes how macrolevel institutional forces persist and limit the expansion of decentralized schools that attempt to challenge normative definitions and practices of traditional school organizations. Using qualitative case study methodology, the analysis focuses on how one decentralized charter school navigated and reconciled its internal objectives linked to meeting the needs of a Latino, inner-city student population, with the institutional pressures and demands external to the organization. The findings suggest that decentralized school choice options which promise community-based participation and control are constrained by institutionalized rule-based demands that limit the expansion of alternative schooling models which may hold potential for promoting access, voice and equity for parents, students, and teachers. (Contains 4 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10