MARC 主機 00000nam  2200409   4500 
001    AAI3300319 
005    20081001142635.5 
008    081001s2008    ||||||||||||||||| ||eng d 
020    9780549449355 
035    (UMI)AAI3300319 
040    UMI|cUMI 
100 1  Robertson, Stuart Paul, Jr 
245 10 Forces that shape alternative educational environments:  A
       case study of a charter school 
300    162 p 
500    Source: Dissertation Abstracts International, Volume: 69-
       01, Section: A, page: 0175 
500    Adviser:  Judith Davidson 
502    Thesis (Ed.D.)--University of Massachusetts Lowell, 2008 
520    The charter school movement is attempting to impact 
       educational structure by creating new instructional 
       settings. Supporters see chartering and charter schools as
       a vehicle to improve student achievement and a catalyst 
       for increased innovation within the public school system. 
       Available research from sociology, the creation process, 
       and school reform movements contains important suggestions
       for undertaking such an endeavor. Much of the current 
       charter school research focuses on the operation of 
       existing charter schools or the academic achievement of 
       their students. There is, however, a lack of available 
       research on the initial creation and implication phases, 
       which would assist in understanding the future success or 
       failure of a charter school 
520    The original question guiding the research was: What 
       relationships exist between cultural beliefs and 
       expectations and charter school founders' beliefs and 
       expectations; and how are they reflected in the structure 
       of the educational setting? There were three secondary 
       research questions that were to be used to help clarify 
       the major question: (1) To what extent does the new school
       represent a departure from existing cultural beliefs and 
       existing school structures? (2) To what extent does the 
       new school reproduce existing cultural beliefs and 
       existing school structures? (3) To what extent do the 
       founders serve as agents of cultural reproduction and 
       agents of cultural transformation? As the study proceeded,
       lack of participation on the part of the founders forced 
       the emphasis to shift more from the overarching question 
       originally proposed to the subquestions 
520    A literature review provides the theoretical underpinnings
       of the study. It contains an examination of four strands 
       of literature: one focused on selected sociological 
       theories, especially the concept of habitus put forth by 
       Bourdieu; another on the creation of settings; a third 
       reviewing historical aspects of school reform, and, 
       finally, descriptions of the experiences of various 
       charter schools. A discussion of emerging themes across 
       the literature categories follows 
520    This is a qualitative study employing the case study 
       methodology. A charter school in its third year of 
       operation was selected. Data collection methods included a
       demographic questionnaire, observations, interviews and a 
       review of documents. Data were organized and analyzed 
       using a computer-assisted qualitative data analysis 
       software (CAQDAS) program called NVivo 7RTM. Other topics 
       discussed include access, ethics, validity and 
       trustworthiness, subjectivity, role of the researcher, and
       representation and presentation of the findings 
520    Three major findings emerged from the analysis of the 
       date. First, the charter school is not a vast departure 
       from other public schools; it is more a variation on 
       theme. Second, there are external forces bearing on the 
       school that limit its ability to deviate from the cultural
       and societal definition of what a "real school" is. Third,
       as the school grows, people once attracted to the 
       organization by the possibility of creating an alternative
       educational environment, begin to impose more traditional 
       structures in response to growing complexity 
520    The implications of these findings for practitioners, 
       policy makers, and researchers are discussed. There are 
       three important areas of concern that must be addressed if
       we are to make the most of the opportunities for 
       meaningful educational reform offered by charter schools. 
       These are: (1) to attend with depth and thoughtfulness to 
       the process undergirding the development of the charter 
       that guides the new school's mission and development; (2) 
       to consider the full range of infrastructure issues that 
       charter schools must attend to; and (3) to provide support
       and attention to the early stages of growth and 
       development in the charter school, where founders' vision 
       is supplemented by implementer's know-how 
590    School code: 0111 
590    DDC 
650  4 Education, Sociology of 
650  4 Education, History of 
650  4 Education, Curriculum and Instruction 
690    0340 
690    0520 
690    0727 
710 2  University of Massachusetts Lowell 
773 0  |tDissertation Abstracts International|g69-01A 
856 40 |u