Literaturnachweis - Detailanzeige
Autor/in | Oberfield, Zachary W. |
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Titel | A Bargain Half Fulfilled: Teacher Autonomy and Accountability in Traditional Public Schools and Public Charter Schools |
Quelle | In: American Educational Research Journal, 53 (2016) 2, S.296-323 (28 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0002-8312 |
DOI | 10.3102/0002831216634843 |
Schlagwörter | Professional Autonomy; Accountability; Public Schools; Charter Schools; National Surveys; Teacher Attitudes; Comparative Analysis; School Effectiveness; Likert Scales; Predictor Variables; Administrative Principles; Governance; Elementary Secondary Education; Teacher Surveys; Multivariate Analysis; Statistical Analysis; Least Squares Statistics; Regression (Statistics); Schools and Staffing Survey (NCES) Berufsfreiheit; Verantwortung; Public school; Öffentliche Schule; Charter school; Charter-Schule; Lehrerverhalten; Schuleffizienz; Likert-Skala; Prädiktor; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Multivariate Analyse; Statistische Analyse; Regression; Regressionsanalyse |
Abstract | Public charter schools (PCS) are thought to succeed because they have greater autonomy and are held more accountable than traditional public schools (TPS). Though teachers are central to this expectation, there is little evidence about whether teachers in PCS enjoy more autonomy and are held more accountable than teachers in TPS. Also, it is unclear what the franchising of the PCS sector--the growth of schools run by educational management organizations (EMOs)--means for teacher autonomy and accountability. Using nationally representative survey data, this article compares teachers' perceptions of autonomy and accountability in PCS and TPS and in EMO-run and non-EMO-run PCS. It shows that teachers in PCS reported greater autonomy than teachers in TPS; similarly, teachers in non-EMO-run schools indicated greater autonomy than teachers in EMO-run schools. However, there were no differences in perceptions of accountability across these different school types. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |