FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W2132135120> ?p ?o ?g. }

• W2132135120 startingPage "87" @default.
• W2132135120 abstract "Introduction Over the past decade, numerous shifts in education have been proposed and implemented in the attempt to improve educational opportunities for the diverse American population. Some of these changes have been initiated by the federal government's No Child Left Behind Act (NCLB, 2001) via its mix of standards, accountability, and punitive measures. Other changes have occurred at the state and local levels, by restructuring schools and administrative staff. These restructuring initiatives have included movements towards schools that are: small, themed, semi-privatized, and chartered. Both federal and local changes have led to intended and unintended consequences for educational stakeholders. Of these state and local restructuring efforts, schools have arguably had the widest recent impact with rapidly increasing enrollments in several areas of the country. Charter schools, as opposed to vouchers, have had bipartisan supporters (and detractors) across racial and ideological lines, and are often particularly attractive to parents in urban areas who have become dissatisfied with the traditional public school system (Sarason, 1998). For example, Witte, Shober, and Manna (2003) explain how Republicans might support charters because of their free-market roots and perceived capacity to dent the public education monopoly, while Democrats may support charters because they often funnel opportunities to the inner-city and can be seen as a means to forestall vouchers. Further blurring the issue of schools is that--because charters are intended to fill gaps not served by the existing educational system--they may run under a variety of educational philosophies depending on local politics and perceptions of need. In addition to appealing to many parents and school reformers, schools--which in many states have been afforded increased local control and flexibility--have also been attractive to many educators looking to teach outside the box (Finn et al., 2000, p. 89). Entrepreneurial opportunities afforded to school founders are in many cases also held out to teachers who may be lured by the prospect to be more involved with school policymaking and planning (Finn et al, 2000, p. 232). Yet some also argue (see Miron & Nelson, 2002) that teaching within schools has a darker side, leading to ultimate dissatisfaction with working conditions and professional opportunities as well as high levels of teacher attrition. Thus, while it is increasingly apparent that retaining and supporting teachers is essential to any successful school reform effort (see LaGuardia, 2002; CSTP Report, 2005), it is still unclear whether schools are a positive place for teachers to participate in and shape education reform. Rationale for Study Much of the research on schools has been tainted by what Ascher (2003) calls biased partisan scholarship, pre-disposed to either argue for or against schools. Further, most attempts to understand charters have offered a comprehensive overview of the state of American charters (see Finn et al, 2000; Miron & Nelson, 2002) relying primarily on statistical data, sprinkled with excerpts of interviews from short visits to many schools. This study, in contrast, seeks to provide a detailed, insider account of a school. Further, by focusing on teachers, the research seeks to understand how is actually lived by those who work closest with school students. However, because charter school laws vary considerably from state-to-state (Witte, Shober, & Manna, 2003, p. 2)--and within states run under a wide range of educational philosophies--it is impossible to speak of charter policy as a single entity to be experienced by teachers. Therefore, this study took a phenomenological stance (see Dilthy, in Makkreel & Rodi, 1985; Husserl, in Kockelmans, 1994), focusing first on the original and concrete experiences of teachers in a single school, and then later examining these experiences in light of how the school's status impacted teacher meaning-making. …" @default.
• W2132135120 created "2016-06-24" @default.
• W2132135120 creator A5075933461 @default.
• W2132135120 date "2005-01-01" @default.
• W2132135120 modified "2023-09-28" @default.
• W2132135120 title "Every Day I Spin These Plates: A Case Study of Teachers Amidst the Charter Phenomenon" @default.
• W2132135120 cites W1527788823 @default.
• W2132135120 cites W1572327047 @default.
• W2132135120 cites W1977927243 @default.
• W2132135120 cites W1978826585 @default.
• W2132135120 cites W2042137662 @default.
• W2132135120 cites W2056330418 @default.
• W2132135120 cites W2077995463 @default.
• W2132135120 cites W2120211612 @default.
• W2132135120 cites W2155377858 @default.
• W2132135120 cites W2158583890 @default.
• W2132135120 cites W279943997 @default.
• W2132135120 cites W3152784682 @default.
• W2132135120 cites W3192445612 @default.
• W2132135120 cites W573957055 @default.
• W2132135120 cites W608384863 @default.
• W2132135120 cites W640807344 @default.
• W2132135120 cites W209865369 @default.
• W2132135120 cites W648194571 @default.
• W2132135120 hasPublicationYear "2005" @default.
• W2132135120 type Work @default.
• W2132135120 sameAs 2132135120 @default.
• W2132135120 citedByCount "5" @default.
• W2132135120 countsByYear W21321351202016 @default.
• W2132135120 countsByYear W21321351202017 @default.
• W2132135120 countsByYear W21321351202020 @default.
• W2132135120 crossrefType "journal-article" @default.
• W2132135120 hasAuthorship W2132135120A5075933461 @default.
• W2132135120 hasConcept C105458232 @default.
• W2132135120 hasConcept C121955636 @default.
• W2132135120 hasConcept C138885662 @default.
• W2132135120 hasConcept C144024400 @default.
• W2132135120 hasConcept C149923435 @default.
• W2132135120 hasConcept C162324750 @default.
• W2132135120 hasConcept C17744445 @default.
• W2132135120 hasConcept C199539241 @default.
• W2132135120 hasConcept C2776007630 @default.
• W2132135120 hasConcept C2777351106 @default.
• W2132135120 hasConcept C2777596936 @default.
• W2132135120 hasConcept C2778136243 @default.
• W2132135120 hasConcept C2778137410 @default.
• W2132135120 hasConcept C2778719706 @default.
• W2132135120 hasConcept C2908647359 @default.
• W2132135120 hasConcept C3116431 @default.
• W2132135120 hasConcept C41895202 @default.
• W2132135120 hasConcept C45237549 @default.
• W2132135120 hasConcept C50522688 @default.
• W2132135120 hasConcept C94625758 @default.
• W2132135120 hasConceptScore W2132135120C105458232 @default.
• W2132135120 hasConceptScore W2132135120C121955636 @default.
• W2132135120 hasConceptScore W2132135120C138885662 @default.
• W2132135120 hasConceptScore W2132135120C144024400 @default.
• W2132135120 hasConceptScore W2132135120C149923435 @default.
• W2132135120 hasConceptScore W2132135120C162324750 @default.
• W2132135120 hasConceptScore W2132135120C17744445 @default.
• W2132135120 hasConceptScore W2132135120C199539241 @default.
• W2132135120 hasConceptScore W2132135120C2776007630 @default.
• W2132135120 hasConceptScore W2132135120C2777351106 @default.
• W2132135120 hasConceptScore W2132135120C2777596936 @default.
• W2132135120 hasConceptScore W2132135120C2778136243 @default.
• W2132135120 hasConceptScore W2132135120C2778137410 @default.
• W2132135120 hasConceptScore W2132135120C2778719706 @default.
• W2132135120 hasConceptScore W2132135120C2908647359 @default.
• W2132135120 hasConceptScore W2132135120C3116431 @default.
• W2132135120 hasConceptScore W2132135120C41895202 @default.
• W2132135120 hasConceptScore W2132135120C45237549 @default.
• W2132135120 hasConceptScore W2132135120C50522688 @default.
• W2132135120 hasConceptScore W2132135120C94625758 @default.
• W2132135120 hasLocation W21321351201 @default.
• W2132135120 hasOpenAccess W2132135120 @default.
• W2132135120 hasPrimaryLocation W21321351201 @default.
• W2132135120 hasRelatedWork W145255724 @default.
• W2132135120 hasRelatedWork W1484970048 @default.
• W2132135120 hasRelatedWork W1519840430 @default.
• W2132135120 hasRelatedWork W1527788823 @default.
• W2132135120 hasRelatedWork W186133715 @default.
• W2132135120 hasRelatedWork W2021207566 @default.
• W2132135120 hasRelatedWork W2030562067 @default.
• W2132135120 hasRelatedWork W2055232152 @default.
• W2132135120 hasRelatedWork W2103721825 @default.
• W2132135120 hasRelatedWork W2104197522 @default.
• W2132135120 hasRelatedWork W2130999081 @default.
• W2132135120 hasRelatedWork W2335769388 @default.
• W2132135120 hasRelatedWork W2409726583 @default.
• W2132135120 hasRelatedWork W2550854143 @default.
• W2132135120 hasRelatedWork W2952270733 @default.
• W2132135120 hasRelatedWork W305792669 @default.
• W2132135120 hasRelatedWork W337691833 @default.
• W2132135120 hasRelatedWork W339069745 @default.
• W2132135120 hasRelatedWork W91713103 @default.
• W2132135120 hasRelatedWork W1973433595 @default.
• W2132135120 hasVolume "19" @default.
• W2132135120 isParatext "false" @default.
• W2132135120 isRetracted "false" @default.

• next