Achieving Equity through Charter Schools: More than Tinkering at School Structure

Autor/inn/en	Hubbard, Lea; Spencer, Joi
Titel	Achieving Equity through Charter Schools: More than Tinkering at School Structure
Quelle	In: Perspectives in Education, 27 (2009) 4, S.395-405 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Charter Schools; Equal Education; Outcomes of Education; Teacher Student Relationship; Case Studies; Access to Education; Educational Quality; Educational Environment; School Culture; School Organization; Educational Practices; Educational Change; California + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Lernleistung; Schulerfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Case study; Fallstudie; Case Study; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulkultur; Schulleben; School organisation; Schulorganisation; Bildungspraxis; Bildungsreform; Kalifornien
Abstract	Today, the US public educational landscape features both well-funded and richly resourced segregated white schools and underfunded, poorly resourced majority black, Latino, Native American, and poor schools. Efforts to remedy these problems are ongoing and varied. Some parents and educators have turned away from traditional public schools and have advocated community-controlled schools as a means of remedying a wide range of issues, including educational inequality. Charter schools are now a particularly popular alternative form of public education. In this article, we draw on findings from a larger case study of a conversion charter school in California in order to examine issues of equity from two perspectives: access and quality. Here, we focus attention on internal dynamics, raising critical questions about the policies and practices enacted within the school and about the long-term effects of everyday interactions between teachers and students. Our analysis helps reveal the extent to which educational outcomes are socially constructed, and it shows how structural arrangements within the school sustain rather than lessen educational inequity. (As Provided).
Anmerkungen	Perspectives in Education. Faculty of Education, University of the Free State, Bloemfontein 9301, South Africa. Fax: +27-51-401-7044; e-mail: pie@ufs.ac.za; Web site: http://search.sabinet.co.za/pie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10