“IT DIDN’T MATTER THAT I HAD NO ONE TO ASK, I KNEW THE BEST ANSWER” THE CHARTER SCHOOL CEO: LONELY, OVERCONFIDENT, AND UNDERPREPARED
AuthorLemon Tate, Courtney
Committee memberGilmour, Allison
Cordes, Sarah A.
Gross, Steven Jay
Charter School Accountability
Charter School Leader
Charter School Leadership
Permanent link to this recordhttp://hdl.handle.net/20.500.12613/1719
MetadataShow full item record
AbstractThe advent of charter schools has been one of the biggest reform initiatives in the history of schooling in the US: charters have significantly altered the landscape of many of our country’s largest public-school systems (Bracey, 2002; Hassel, 2009; Hill, 2006). Recent studies have examined a number of aspects of charter school leadership; however, there has been little research on charter school chief executive officers (CEO). The CEO is a relatively new role that oversees the entire charter school or network and is almost always independent of the principal. This mixed-methods study examined the organizational dynamics of Philadelphia Charter School CEOs by using a survey, personal interviews, and quantitative data analysis to obtain information regarding all CEOs of Philadelphia. Interviews were focused on the CEO job role and day-to-day duties, CEO successes and struggles, and what prior experiences prepared CEOs for this role. The quantitative findings show two correlations: suggesting that male CEOs and CEOs of stand-alone schools are in charge of schools with higher school performance. Five common themes emerged across CEOs during interviews: loneliness, overconfidence, under preparedness, non-traditional career path, and having a prior work experience in the field of education was crucial to success. Lastly, it was discovered that certifications and prior education experience were not commonplace for current CEOs, 19 of the 64 CEOs in this study did not have prior education experience.
ADA complianceFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact email@example.com
Showing items related by title, author, creator and subject.
Urban Charter Schools Versus Traditional Urban Public Schools: A Multivariate Analysis of Leadership, Discipline, and Student ConductDavis, James Earl, 1960-; Thurman, S. Kenneth; DuCette, Joseph P.; Jordan, Will J.; Partlow, Michelle Chaplin, 1941- (Temple University. Libraries, 2014)To move the field closer to untangling the charter versus public school debate, this study compared leadership practices surrounding discipline and the frequency of student misconduct between public and charter schools that reside in urban neighborhoods and serve predominantly students of color. School leadership's approaches to discipline were investigated by comparing punitive authoritarian practices such as suspensions and transfers to therapeutic and educational strategies such as positive behavior management and teacher training. Student conduct was comprised of problematic peer-directed behaviors (e.g., bullying, sexual harassment, harassment of sexual orientation, and gang activity) and authority-directed misconduct (e.g., verbal abuse of teacher, acts of disrespect towards teacher, and classroom disorder). The sample used in this analysis was garnered from a larger nationally representative pool of public school principals (n = 610) from elementary, middle, high school, and combination schools across the United States who completed The School Survey of Crime and Safety (SSOCS) during the 2009-2010 academic school year. To uncover which leadership variables could account for significant differences in student conduct across school type (public or charter) several multivariate analyses were conducted using factorial analysis, MANCOVAs, and partial correlations. The results revealed that charter schools used more Educational Discipline while public schools used more Authoritarian Discipline and Therapeutic Discipline. In addition, public school principals reported a greater frequency of Peer-directed and Authority-directed student conduct compared to charter school principals. The relationships between certain discipline practices and student conduct types were found to be statistically significantly different between school type. Several points of policy are suggested for leadership and policy makers to consider with regard to urban school reform initiatives surrounding the establishment of a supportive school climate that positively affects student conduct.
A PHENOMENOLOGICAL STUDY OF CHARTER SCHOOL STUDENTS AND PARENTS IN ONE RURAL SCHOOL DISTRICT: WHY THEY GO, THE NATURE OF THEIR EXPERIENCES, AND WHY SOME CHOOSE TO LEAVESmith, Michael W. (Michael William), 1954-; Gross, Steven Jay; Hall, John; McGinley, Christopher W. (Temple University. Libraries, 2017)Two coinciding trends in education have given rise to this study: the political cycle of school reform and the heterogeneous nature of the charter school landscape. Since Minnesota became the first state to pass a charter law in 1991, the dramatic increase in the number of charter schools has provided opportunities for researchers to try to categorize the success of charter schools. Although the number of charter schools have almost doubled from 3,689 to 6,004 from 2005-2006 to 2012-2013, an average of approximately 500 charters have opened and more than 160 charter schools have closed per year during these eight years of the available data. However, students who attend charter schools do not have a monolithic educational experience. The purpose of this paper is to examine the perceptions of students and parents in relation to enrolling in a specific brick and mortar and several cyber charter schools, and if applicable, leaving said schools. This qualitative study explores the lived experiences of students and parents who reside in a rural public school district and chose to attend a cyber charter or brick and mortar charter school. Survey responses and information gathered from interviews of students and their parents/guardians were analyzed to illuminate the research questions. While the results will not be generalizable, this study has led to an understanding of what led these students to enroll in charter schools and if applicable, why they chose to leave. More specifically, three themes emerged from the data: (1) Family members, primarily mothers, significantly impacted students’ decisions to employ choice to enroll in charters; (2) The lack of extra-curricular activities in charters had a substantially negative impact on students’ experiences and (3) Educational quality was the foremost characteristic named in the determination to transfer out of a charter school. While there has been research on charter schools separate from studies on perceptions of school age children with respect to education programming, this examination indicates the need to unite charter research and student voice aspects within the realm of educational research.
CHARTER SCHOOL TEACHERS’ PERCEPTION OF THE ROLE OF SCHOOL-BASED OCCUPATIONAL THERAPISTSPfeiffer, Beth; Abbott-Gaffney, Cynthia (Temple University. Libraries, 2023)This capstone project explores the perceptions and understanding of charter school teachers regarding the role of school-based Occupational Therapists (OTs) and the potential for collaboration to enhance student outcomes, particularly those with executive function deficits. The project employs a two-pronged approach: 1) a comprehensive survey and 2) the implementation of a program named OTworks. The survey, conducted among 22 teachers within a specific charter school network in the NYC metropolitan area, aimed to gather both quantitative (numerical) and qualitative (non-numerical) data on teachers' experiences, opinions about occupational therapy services, and their understanding of executive function (EF). The survey results revealed a general understanding of the OT role among teachers but also highlighted gaps in knowledge and underutilization of OT services for students with executive function deficits. The capstone underscores the need for increased collaboration between teachers and OTs and the potential for OTs to contribute significantly to improving student outcomes in school settings. The findings suggest that targeted training programs like OTworks can bridge the knowledge gap and foster collaboration, leading to more effective identification and support for students who could benefit from OT services.