School Innovation in District Context: Comparing Traditional Public Schools and Charter Schools

Autor/inn/en	Preston, Courtney; Goldring, Ellen; Berends, Mark; Cannata, Marisa
Titel	School Innovation in District Context: Comparing Traditional Public Schools and Charter Schools
Quelle	In: Economics of Education Review, 31 (2012) 2, S.318-330 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2011.07.016
Schlagwörter	Charter Schools; Educational Policy; Public Schools; Educational Innovation; Educational Practices; Change Strategies; Educational Change; Effective Schools Research; Comparative Analysis; Educational Assessment; Educational Indicators; Performance Factors; School Districts; Commercialization; Context Effect + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Politics of education; Bildungspolitik; Public school; Öffentliche Schule; Instructional innovation; Bildungsinnovation; Bildungspraxis; Lösungsstrategie; Bildungsreform; Schulforschung; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Leistungsindikator; School district; Schulbezirk
Abstract	Market reforms in education are part of the educational policy landscape in many countries. Central to arguments for market reforms is the idea that competition and choice will spur changes in schools to be more innovative, which in turn will lead to better student outcomes. We define innovation in terms of a practice's relative prevalence in a local district context. A charter school is innovative in its use of a practice if the traditional public schools in its local school district are not using that practice. We explore factors based on arguments for charter schools that may affect a charter schools' propensity toward innovation to explain variation in levels of innovation across charter schools. We find that, on the whole, charter schools do not fulfill their promise of innovation. Teacher tenure is the most notable exception. Parental involvement is the only characteristic of charter schools that significantly predicts variation in levels of organizational innovativeness. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10