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1.
This study employed data mining and quantitative methods to collect and analyze the available histories of primary Twitter accounts of institutions of higher education in the U.S. (n?=?2411). The study comprises a sample of 5.7 million tweets, representing 62 % of all tweets created by these accounts and the entire population of U.S. colleges and universities. With this large, generalizable dataset, researchers were able to determine that the preponderance of institutional tweets are 1) monologic, 2) disseminate information (vs. eliciting action), 3) link to a relatively limited and insular ecosystem of web resources, and 4) express neutral or positive sentiment. While prior research suggests that social media can serve as a vehicle for institutions to extend their reach and further demonstrate their value to society, this article provides empirical and generalizable evidence to suggest that such innovation, in the context of institutional social media use, is limited. 相似文献
2.
Charter schools that target underserved communities, including Latinxs, have proliferated in the U.S., claiming a unique, more autonomous and successful alternative to traditional public schools, often with a promise of increased postsecondary access and preparation. However, there is conflicting evidence regarding their effectiveness on academic outcomes, prompting additional research on charter schools. This study examined the college access and preparation experiences of 14 Latinxs attending college preparatory charter schools within one school system in Texas. Findings highlight how schools assisted students in preparing for college, but challenges in accessing college knowledge and assistance still existed, particularly for undocumented students. 相似文献
3.
We analyze the geographical distribution of, and access to, charter schools in the state of Ohio. Using poverty and race data from the U.S. Census, as well as publicly available student achievement scores, we analyze the locational preferences of charter schools. We use Geographic Information System (GIS) to visual display charter school locations relative to these community variables. Results suggest that policies limiting charters to locate in low performing school districts (labeled “challenged districts”) lead charters to cluster in urban cities; thus students living in poverty in large portions of the state lack easy access to school choice options. Further, we find that charters tend to avoid areas of the highest concentrations of poverty and Hispanic (though not Black) students. 相似文献
4.
Parents in the United States have had the legal right to choose the school their child attends for a long time. Traditionally, parental school choice took the form of families moving to a neighborhood with good public schools or self-financing private schooling. Contemporary education policies allow parents in many areas to choose from among public schools in neighboring districts, public magnet schools, public charter schools, private schools through the use of a voucher or tax-credit scholarship, virtual schools, or even homeschooling. The newest form of school choice is education savings accounts (ESAs), which make a portion of the funds that a state spends on children in public schools available to their parents in spending accounts that they can use to customize their children's education. Opponents claim that expanding private school choice yields no additional benefits to participants and generates significant harms to the students “left behind” in traditional public schools. A review of the empirical research on private school choice finds evidence that private school choice delivers some benefits to participating students—particularly in the area of educational attainment—and tends to help, albeit to a limited degree, the achievement of students who remain in public schools. 相似文献
5.
特许学校是美国公立教育改革的产物，其设立要经过州立法机关认可，申请人提出申请，签订契约，并在办学中承担绩效责任等程序，在现实中，特许学校在资金紧张，校舍狭小等各种问题，作为美国教育改革的重要成果，特许学校的一些基本经验值得我国借鉴。 相似文献
6.
Stacey L. Kerr Mardi J. Schmeichel 《Journal of Research on Technology in Education》2018,50(3):241-252
Gender differences in participation were examined across four Twitter chats for social studies teachers. Analyses drawing on mixed methods revealed that while there was parity across most kinds of tweets, participants identified as men were more likely to use the examined Twitter chats to share resources, give advice, boast, promote their own blog/resource/website, and offer critique to another participants' tweet. Participants identified as women were more likely to write tweets that included positive affirmations for other chat participants. These findings suggest that there are differences in the way that women and men tend to participate in teacher Twitter chat spaces. 相似文献
7.
Leesa M. Foreman 《School Leadership & Management》2018,38(3):242-258
Reflecting post-bureaucratic organisation theory, education reformers intended charter schools to empower school-level leaders, most typically principals, with autonomy to pursue clear, student-centred missions. Yet little research explores whether charter school principals have more power than traditional public school counterparts. We summarise the limited literature addressing the issue. Second, we present findings from interviews with nine charter leaders from six US states who have experience in leading both charter and traditional public schools, a unique data set. Both prior research and our findings suggest that generally, leaders feel more likely to be held accountable for results in charter schools than in traditional public schools. Furthermore, without oversight from school boards and central office administrators, charter leaders report having more power over budget and personnel, and more ability to collaborate with teachers. At the same time, standalone charter leaders report needing business support and training, while those from charter management organizations feel free to focus on academic success. 相似文献
8.
《Journal of School Choice》2013,7(2):33-45
ABSTRACT Concerns have been raised over the potential of charter schools to re-segregate the nation's schools. This concern has been expressed mostly with respect to students with disabilities and with respect to ethnic and/or racial minorities. In this study, the enrollment statistics for charter and contiguous non-charter public schools in a large urban district were compared with each other and with district enrollment averages by school level (elementary, middle, and senior schools). Findings indicated that very few enrollment percentages of charters and of noncharters were comparable with District averages on gender, ethnicity, participation in the free/reduced lunch program (FRL), limited English proficiency (LEP), and students in exceptional student education (ESE). Indeed, contiguous charter and non-charter public schools were more likely to resemble each other than District averages. However, charters and non-charters differed significantly from each other on the number of schools that had “low” and “high” enrollments of students participating in FRL, of LEP, and of ESE students. 相似文献
9.
This paper uses student level data from New York City to study the relationship between a public school losing enrollment to charter school competitors and the academic achievement of students who remain enrolled in it. Geographic measures most often used to study the effect of school choice policies on public school student achievement are not well suited for densely populated urban environments. I adopt a direct approach and measure charter school exposure as the percentage of a public school's students who exited for a charter school at the end of the previous year. Depending on model specification, I find evidence that students in schools losing more students to charter schools either are unaffected by the competitive pressures of the choice option or benefit mildly in both math and English. 相似文献
10.
马国义 《河北北方学院学报(社会科学版)》2001,(1)
美国的师范教育经历了师范学校、师范学院及综合大学教育院（系）的三个阶段,这种演变蕴藏着一些规律。我国师范教育历史悠久,自创建以来,为不同层次的学校提供所需师资,培育了大批人才。然而我国师范教育却也存在很多问题,面临重大挑战。美国师范教育的发展历史对我国师范教育的改革有一定的启示作用。 相似文献
11.
This paper draws on data and experiences observing and analyzing school lotteries from the National Evaluation of Charter School Impacts (Gleason et al., 2010) to describe the challenges associated with lottery-based research. In that study, covering 36 charter middle schools in 15 states, we found that charter schools did not affect student achievement or behavior on average, although there was substantial variation across schools. In this paper, we discuss the prevalence of oversubscribed charter schools at the time the study was conducted (the 2005–2006 and 2006–2007 school years), which was lower than commonly reported. We then describe how the sample of schools that participated in the study compared to all other charter middle schools nationwide, to provide some insight into the generalizabilty of findings from lottery-based studies. In general, oversubscribed charter schools were more likely to be located in urban areas and serve a higher-achieving population of students than those without excess demand. We also describe common features of school lotteries and waitlists, and examine implications of these features for a school's ability to support a lottery-based study. Finally, we summarize lessons learned for conducting lottery-based research on charter schools, drawing on our observations of the schools’ lotteries and analysis of the data from these lotteries. 相似文献
12.
The question that drives this article is why some school districts decide to open up charter schools and others do not. Several answers are plausible: (a) entrepreneurial initiative, (b) structural explanations, and (c) spatial competition. We use data for the state of Wisconsin derived from extensive case studies of 19 charter schools and quantitative data on Wisconsin school district from state files and the U.S. Department of Education common core databases. We find evidence to support all three explanations for why districts “go charter.” First, in almost every school and district we visited for case studies, at the heart of either the district or the charter school, and often both, there were entrepreneurial administrators, school board members, teachers, or parents. Our evidence was anecdotal but very consistent across 19 case studies. Second, there are two general sets of structural characteristics that were shown to be quantitatively correlated with becoming a charter district. The first set comprised resource characteristics (size, federal revenue, and available seats); the second set comprised indicators of unmet students needs (the percentage of students eligible for free lunch). Finally, we argue and believe we provide significant evidence that competition is also a motivation for going charter. We posit that open enrollment and charter schools are working together to enhance the flows of students from homeschooling, private schools, dropouts, and other public school districts into charter school districts. Thus using several different indicators and models, estimating both which districts become charter districts and the flow and net gain directly from open enrollment, there is no question that charter schools are increasing competition for students in Wisconsin. 相似文献
13.
Headship transitions in U.S. independent schools represent critical organizational events that affect multiple school constituencies, including faculty, staff, and students. With recent projections forecasting a high level of impending headship transitions in independent schools, this paper seeks to capture how second-year U.S. independent school heads (n = 16) describe their transition experiences in order to provide insights into how boards, heads, and school communities can provide meaningful supports for their incoming school leaders. Further recommendations for practice and research are also provided. 相似文献
14.
《The Journal of educational research》2012,105(3):209-224
ABSTRACT Research indicates that in traditional public schools the subjective well-being of students and parents varies by gender, race, and special education status. Prior studies suggest that general education students are more satisfied with their schooling than special education students, that female students have greater satisfaction with their schooling than male students, and that Caucasian and Latino students report greater school satisfaction than African American students. No prior research has studied parental and student subjective well-being in a cyber environment. The authors investigate parental and student subjective well-being in a cyber charter school, using a student (n = 269; 53.7% response rate) and parent (n = 232; 48.7% response rate) survey. They find statistically significant differences in subjective well-being across demographic groups of students, and also significantly higher satisfaction among special education students in the cyber school environment. Implications are discussed. 相似文献
15.
Spencer P. Greenhalgh Joshua M. Rosenberg Annelise Russell 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(5):2020-2037
Research on teachers’ use of social media has typically assumed that it is a) driven by a need for professional learning and b) best understood in terms of individual motivations. In this study, we use a dataset of nearly 600,000 tweets posted to one or more of 48 Regional Educational Twitter Hashtags associated with 44 U.S. states. To explore the influence of local contextual factors on hashtag- and account-level activity in these hashtags, we use an analytic approach heretofore uncommon in social media-focussed education research: generalised linear and multilevel modelling. At the hashtag level, higher numbers of teachers within a state, proportions of students receiving subsidised meals, student-to-teacher ratios, and amounts of state spending per child are associated with more activity within a regional hashtag; by contrast, more left-leaning state governments and citizenries are associated with less activity. At the account level, more experienced accounts and accounts in more right-leaning states contribute more tweets to these hashtags. These findings reinforce established understandings of Twitter as a site for teacher learning; however, they also underline the importance of acknowledging other important purposes of teachers’ Twitter use, including receiving emotional support and engaging in activism. Practitioner notes What is already known about this topic
- Many teachers use Twitter (and other social media platforms) for professional purposes.
- Teachers have identified professional learning—among other purposes—as motivating their use of Twitter.
- Regional Educational Twitter Hashtags are diverse learning spaces for teachers and other education stakeholders.
- Local context and policy factors help influence teachers’ use of Twitter.
- Teachers may turn to Twitter because of a lack of emotional or political support—not just a lack of material support or professional development opportunities.
- Individual and idiosyncratic factors remain important in explaining teachers’ engagement with social media.
- Informal spaces like social media may supplement formal support mechanisms for teachers.
- Teachers’ use of social media may help administrators and policymakers identify existing gaps to be repaired in those formal support mechanisms.
- Support for teachers should be conceived holistically and include emotional and political support.
16.
Michael W. Kirst 《Peabody Journal of Education》2013,88(2-3):184-203
This article identifies supporters and opponents of charter schools at all levels of government and describes their motivations and behaviors. It is explained that state and local support for charter schools is most often determined by educational needs and material incentives. Different political contexts produce different charter school policies. For example, charter school legislation in Michigan was designed to increase competition among public schools. Legislation in Georgia served to deregulate public education after a period of increased state centralization. The article concludes that there is no cohesive state or local charter political pattern, given the variations in charter schools and their contexts. It remains unclear whether national charter school advocates have enough influence to expand the number of charter schools significantly. Local policymakers in areas with few educational pressures, such as some suburban communities, may resist change. Charter schools could end up as a marginal reform that impacts small numbers of students in urban centers, or continue their impressive growth, but it is state and local politics that will decide. 相似文献
17.
The US charter school movement is based upon the supposition that granting individual public schools increased autonomy from state and district rules and regulations in exchange for more accountability will foster the creation of innovative, effective and efficient schools. However, while state charter school laws free these schools from various state and district rules and regulations, the schools must still operate within the civil rights parameters legislated by federal statutes. Of particular import are federal laws that guarantee that children with disabilities receive a free appropriate public education. Project SEARCH, a 3 year qualitative study of special education in US charter schools revealed that there is a fundamental philosophical gap between the individualised, autonomous nature of charter schools and the highly regulated nature of special education. The philosophical gap is complicated by some charter schools' inability to amass the fiscal and human capacity needed to meet the needs of individual children with disabilities. 相似文献
18.
《Journal of School Choice》2013,7(3):115-122
ABSTRACT Fifteen years ago charter schools were considered a radical addition to the public education landscape. Today they present a viable educational choice in 40 states and the District of Columbia. Much has been written about charter schools, their purpose, effectiveness, and future. However, to date, much of the dialogue has focused on ideology and methodology resulting in a discussion framed as “charter vs. noncharter.” Overlooked have been the more substantive issues that would provide a more accurate framework for studying charter schools. We propose that the education policy and research communities need to identify the critical variables in the charter schools sector that affect both student outcomes and education policy. One such major variable is the legal status of a charter school, that is, its identity as a local education agency (LEA) or as part of an existing LEA and the charter school's linkage to other parts of the public education system that flows from that identity. Differentiating charter schools according to their legal status will allow stakeholders to categorize these schools in a manner that succinctly captures critical differences. doi:10.1300/J467v01n03_11 相似文献
19.
美国特许学校绩效制原则及其运作 总被引：1，自引：0，他引：1
绩效责任是20世纪90年代美国中小学教育改革的主要措施之一，它被看作是特许学校运动的一大特色，实行绩效制是提高学校责任感的一个有效机制。特许学校绩效制强调“教育透明度”，依靠公共市场的力量。 相似文献
20.
Daniel Hamlin 《Journal of School Choice》2018,12(1):52-79
Providing improved educational options for low-income African American families has been one of the primary objectives of the charter school movement. However, among demographically similar families, school choosers may possess subtle advantages compared to nonchoosers, leading to biased estimates of charter school performance in nonexperimental research. This study examines within-group differences between school choosers and nonchoosers in Detroit, Michigan through semistructured interviews with parents (n = 31) and teachers (n = 23) in charter and public schools. Findings indicate differences between school choosers and nonchoosers in access to transportation, experience, social and professional networks, orientation toward choice, parental involvement, and home stability. These differences offer insight into potential controls for self-selection bias that may lead to improved statistical evaluations using nonexperimental methods. 相似文献