Rozprawy doktorskie: „Charter”

1

Crawford, James R. "A comparison of teacher empowerment between charter schools and non-charter schools /". free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946252.

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Crane, Micheal Charles. "Comparing selected art programs in Arizona charter schools and non-charter schools". Thesis, The University of Arizona, 2001. http://hdl.handle.net/10150/278769.

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The purpose of this study was to determine how art is taught in charter schools in Arizona as compared to how art is taught in non-charter schools in Arizona. A review of the literature, in general, over the past several years, indicates how art is being taught in non-charter schools, but does not indicate how art is being taught in charter schools. Therefore, the study I have undertaken will, hopefully, provide some initial understanding of how art is being taught in Arizona's charter schools. In this study, I began by selecting a random sample of 102 charter schools and 111 non-charter schools, and surveyed all 213 by using a 17-question survey. My analyses of the data indicate that: (1) there are very few charter schools that do not have some kind of art program, and (2) those that do have problems very similar to those in non-charter schools.

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3

Weinberg, Lawrence D. "The constitutionality of religion-based charter schools: answering practical legal questions". Thesis, Boston University, 2004. https://hdl.handle.net/2144/33588.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study explores the constitutionality of religion-based charter schools. The method of analysis used hypothetical charter schools to answer legal questions. The answers are grounded in law using the latest precedent. The background material before examining charters sets forth both the legal and policy contexts of religious charters schools. The legal context includes a detailed analysis of the Establishment Clause of the U.S. Constitution focusing on the most recent Supreme Court cases on that topic. The policy analysis examines the normative and structural dimensions of charter schools, which are then compared with voucher programs. The historical, political and educational contexts of charter programs are also examined. Three hypothetical situations examine a total of eighteen legal questions: Can coreligionists form a charter school? Can morality-based general propositions of good be taught in a charter school? Can a charter school teach values espoused by coreligionists? Can a charter school teach a course in the relationship between religion and morality? Can a charter school have religious criteria for staff? Can a charter school limit a teacher's right to express different worldviews? Can a charter school offer optional prayer? Can a charter school form for the purpose of allowing students' ease of access to religious education? Can a charter school form to provide students, who would otherwise attend parochial schools, with a free, secular public education? Can clergy sit on the board of a charter school? Can a charter school share facilities with a parochial school? Can a religious organization operate a charter school? Can a charter school have religious criteria for admission? To what extent can a religion class be taught in a charter school? Can a charter school require religious instruction? Can a charter school require religious exercises or worship? Can a charter school affiliate with a denomination? Can states exclude religious organizations from operating charter schools? Each question is analyzed from a legal perspective. The study concludes that charter statutes present an opportunity for parents and communities to form charter schools that will accommodate their beliefs; however, the constitution does not allow them to form schools that endorse their beliefs.
2031-01-01

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4

Jefferson, Steve P. "Charter schools : a descriptive study of empowerment within the operation of charter schools /". La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3100051.

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5

Reinking, Andrew P. "Charter School Law Components and their Effect on the Percentage of Charter School Enrollment". Thesis, Southern Illinois University at Edwardsville, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10270458.

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Despite rapid expansion of charter schools since the first enabling legislation was passed in 1991 there remains little understanding of the relationship between charter school law components and their relation to the percent charter school enrollment. This study focuses on the twenty charter school law components identified by the National Alliance of Public Carter Schools as being necessary for a strong charter school law and their correlation to charter school enrollment. Results suggest that, of the twenty components, Multiple Authorizers and Equitable Access to Capital Funding are most strongly correlated with an increase in the percentage of charter school enrollment. An additional five components, Equitable Operational Funding, Access to Retirement Systems, Adequate Authorizer Funding, Automatic Exemptions from State and District Rules and Regulations and Multi-school Charter Contracts Allowed, had a moderate correlation to the percentage of charter school enrollment. Additionally, one component, Authorizer and Program Accountability, shows a negative correlation to the percent of charter school enrollment. These findings suggest that if policymakers desire to increase the percentage of charter school enrollment they should carefully consider inclusion of these components in state law.

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6

Munn, D. Lawrence. "Parliamentary privilege and the Charter". Thesis, University of Ottawa (Canada), 1993. http://hdl.handle.net/10393/6756.

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7

Angus, Rick J. "Almadina Charter School, an assessment". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0011/MQ59747.pdf.

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8

Post, Kristin Sara Noblit George W. "Charter schools policy and practice /". Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,633.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2006.
Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in the School of Education (Culture Change and Curriculum)." Discipline: Education; Department/School: Education.

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9

Bradley, Joseph E. (Joseph Edmund) Carleton University Dissertation Canadian Studies. "In defence of Charter review". Ottawa, 1992.

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10

Enkishev, Ilya. "Charter schools a Philadelphia study /". Connect to this thesis, 2002. http://hdl.handle.net/10066/1032.

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Batie, Michael. "Charter schools and market segmentation". Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=32&did=1905738701&SrchMode=1&sid=2&Fmt=7&retrieveGroup=0&VType=PQD&VInst=PROD&RQT=309&VName=PQD&TS=1270138718&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Includes bibliographical references (leaves 149-156). Issued in print and online. Available via ProQuest Digital Dissertations.

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12

Canavero, Steven Paul. "The multiple meanings of charter schools an interpretive policy analysis of charter school legislation in Nevada /". abstract and full text PDF (free order & download UNR users only), 2007. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3258766.

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13

Montaño, Elizabeth. "Becoming Unionized in a Charter School: How Charter School Teachers Navigate the Culture of Choice". Digital Commons at Loyola Marymount University and Loyola Law School, 2012. https://digitalcommons.lmu.edu/etd/237.

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Charter schools have become a widely accepted and rapidly growing option for educational reform especially for low-income, inner-city students. In Los Angeles, the charter movement has promised teachers greater autonomy and collaboration than in the traditional public schools, yet the working conditions of teachers in charter schools have weakened the conditions for this movement to truly reform public education. By using a neoliberal theoretical framework and a qualitative case study design, this study captured the voices of charter school teachers and documented their beliefs and experiences in an environment shaped by a culture of choice. This study uncovered a) the culture and environment that led teachers to seek unionization, b) the relationships between teachers and management, and c) their model of unionism. The participants’ voices detailed a collaborative culture that lured teachers to escape the negative environment in the local district schools. Still, teachers faced an exhaustive workload and they chose to leave the charter school environment. Teachers valued their autonomy while not realizing that the true choice existed only for the management of the school that had the ultimate power over their working conditions. When teachers decided to unionize they faced antagonism from their school leaders, and a backlash for their involvement in the unionization. Teachers fell prey to the intimidation of the public’s perception on tenure and gave up this fundamental protection. They also moved away from the traditional model and were left without a clear understanding of what being a union meant.

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14

Dutt, David. "Louisiana Charter Schools Leading in High Stakes Testing: Teacher's Perspective on Their Charter Schools' Success". ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/1287.

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Charter schools allow educators freedom to design and execute innovative curriculum and instruction. The best of educational philosophy is constructive only when it transforms into practice. Today's federal assessment program creates a pressurized educational climate that demands educators respond with systematic improvement of test scores. The purpose of this study is to investigate teacher responses to the question "Why is your charter school leading the district in high stakes testing?" The Louisiana State Evaluation Team has determined that the three charter schools featured in this study have been consistently outperforming their respective districts, and the state, while competing favorably with the nation on the Iowa Test of Basic Skills. Qualitative rigor was used to code and classify teacher interviews according to the Seven Correlates of Effective Schools. Themes that could not be classified were assigned a site-specific "correlate of effective charter schooling." These new correlates are: autonomy, esprit de corps, teacher dedication, teacher professionalism, and teacher leadership. The first school produced themes representing all Seven Effective School Correlates along with two new correlates: esprit de corps and teacher professionalism. The second and third schools produced all new themes represented by the "correlates of effective charter schooling."

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15

Eriksson, Gunnar. "Charter : Om varumärkets betydelse för konsumenten". Thesis, Stockholm University, School of Business, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6422.

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Uppsatsen syfte är att söka klargöra hur stor betydelse charterbolagens varumärken har för konsumenten vid valet av charterbolag. Jag har använt mig av teorier rörande varumärkets betydelse ur ett konsumentperspektiv, konsumentbeteende samt marknadskommunikation som sedan applicerats på empirin. Empirin består av sju kvalitativa intervjuer varav tre varit personliga intervjuer och de resterande fyra har varit telefonintervjuer. Slutsatsen är att varumärket inte är av överordnad betydelse för mina respondenter vid valet av charterbolag. Respondenternas varumärkeskännedom om de största aktörerna är, med vissa undantag, god. Trots detta så bidrar inte varumärkeskännedom i detta fall till ökad benägenhet hos respondenterna att välja ett välkänt bolag framför ett annat mindre känt bolag. Respondenternas lojalitet inför de olika charterbolagen är dessutom låg och inte heller word-of-mouth har den inverkan på mina respondenter som teorin föreslår. Nyckelord: Charter, varumärke, konsument, image, konsumentbeteende, lojalitet och word-of-mouth.

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16

Yeo, Boon Hong. "Antigreenmail charter amendments and shareholders’ wealth". Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/25689.

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From time to time, firms do repurchase their shares. An open market repurchase or a general tender offer does not have the effect of transfering wealth from one group of shareholders to another. This is in contrast to a privately negotiated premium repurchase from a single block holder where the remaining shareholders are excluded from participating in the offer. This type of targeted share repurchasing has been observed before - or in connection with - a takeover attempt and often has the effect of terminating the takeover attempt. Such a targeted share repurchase is commonly referred to as "greenmail". The price is usually at a premium over the prevailing market price and the seller will typically agree to abstain from acquiring any more of the company's voting stock. The non-participating shareholders stand to lose from both the premium paid out of corporate assets and the loss of a potential takeover offer premium. Recently, firms have been proposing to institute antigreenmail charter amendments that would prevent management from engaging in greenmail. Such a proposal may or may not be in the best interest of shareholders. This paper attempts to measure the economic significance of an antigreenmail proposal. The methodology chosen is that of an event-time study. The magnitude of abnormal returns is used to gauge its significance in relation to the day that the market learns of the antigreenmail charter amendment. The "stockholder interest hypothesis" predicts that the proposal is undertaken with the interest of shareholders in mind and thus stock prices should react positively to the announcement. However, the results obtained do not support that hypothesis. Stockholders seem to suffer a statistically significant decline in the value of their shares around the day when news of such proposals reach the market. This result is also inconsistent with previous empirical evidence on targeted repurchases and standstill agreements.
Business, Sauder School of
Graduate

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17

Monley, Nate. "Charter Schools That Do Not Suspend". Scholarly Commons, 2017. https://scholarlycommons.pacific.edu/uop_etds/34.

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Charter schools attempt to write a new narrative in how America serves its children in public schools. While some charter schools in urban areas serving low-income students of color have shown promising routes to academic achievement, in some cases they have not confronted the inequitable patterns of discipline they perpetuate. In this project I explore two small urban charter schools that are academically successful and do not suspend or expel their students, specifically their African-American and Latino male students. I filter this exploration through my own perspective as the former principal of a small urban charter school like the ones I study in this project. I synthesize a protective resilience frame with an organizational framework used to examine districts in order to organize and frame findings. Ultimately this dissertation and its findings should be useful for teachers and leaders in small urban charter schools seeking to organize in such a way as to limit exclusionary discipline.

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18

Cohen, Nicole Erin. "The Impact of American Charter Schools". Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/579249.

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This thesis covers the topic of American charter schools at length. The thesis begins with an explanation of the origins of American charter schools and covers their brief history. The document then discusses the various types of charter schools around the nation and how they are funded and governed. The thesis includes a specific section on charter schools in the state of Arizona. Finally, this thesis examines and evaluates studies on charter schools in order to assess their effectiveness on student success.

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19

Schwarz, Jennifer. "Antecedents of charter school success in New York State| Charter school management agencies and additional factors that affect English/Language Arts test scores in elementary charter schools". Thesis, TUI University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570006.

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Charter schools frequently receive public as well as federal attention, and there is a growing body of research becoming available examining charter schools. With all this research there is still a need for further studies which deal specifically with antecedents of charter school success. This study examined factors contributing toward the success of charter schools in the state of New York. It measured the success of a charter school with respect to student achievement levels which were measured via state mandated standardized English / Language Arts (ELA) test score averages provided on the Department of Education’s website for the state of New York (https://reportcards.nysed.gov/). An examination was made regarding the extent and manner in which student achievement levels vary with respect to the following factors: (a) teacher credentialing, (b) teacher experience, (c) teacher turnover, (d) class size, (e) student demographics, and (f) grade level. Differences in student achievement levels per these factors were also examined with respect to the following charter school management entities: (a) For-Profit Education Management Organizations (EMOs), (b) Non-Profit Charter Management Organizations (CMOs), and (c) independently managed Community Grown Organizations (CGOs). A clearer understanding of what leads to the success/failure of a school will be useful in, (a) sustaining success of currently successful schools, (b) providing data for failing schools to take into consideration, (c) informing charter authorizing agencies, as well as (d) aiding in replication of an existing successful school model. This study found that while there was no significant correlation between any of the predictor variables on ELA test scores during the 2011-2012 school year, Charter Management Organization did have a statistically significant effect on ELA test scores, with schools that are Community Grown Organizations (CGOs) yielding higher results than schools that contracted with Non-Profit Charter Management Organizations (CMOs) and For-Profit Education Management Organizations (EMOs). While currently the trend in expectation is that charter schools most likely to succeed, and thus be replicated, are the schools that contract with For-Profit Management Agencies (EMOs) and Non-Profit Management Agencies (CMOs), this study has shown that it is actually the Community Grown Organizations (CGOs) that have yielded higher ELA standardized test scores during the 2011-2012 school year, thus making them considered as more successful entities than the EMOs and CMOs. The results suggest that further efforts into replicating successful CGO school models should be seriously considered by both the individual schools and the Charter Authorizing Agencies.

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20

Sommella, Shannon R. "A comparative analysis of student achievement in Florida charter and non-charter public high schools 2007-2009". Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4515.

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Separate studies are recommended on the differences between charter and non-charter public schools with regard to instructional time, curriculum or grade levels offered, the differences between parent and student perceptions, and the differences between funding and principal background as it relates to student achievement.; The purpose of this study was to determine if any relationship existed between the change in developmental scale scores (DSS) on the Florida Comprehensive Assessment Test (FCAT) for reading and mathematics, in selected Florida school districts among charter and non-charter public high schools, for grades 9 and 10. This study also investigated if any relationship existed in student achievement based on student demographics (gender, economically disadvantaged, primary home language (ELL) and ethnicity), and examined if there was a difference in professional demographics of faculty (advanced degrees, teachers' average years of teaching experience, and percent of courses taught by out of field teachers gender), among charter and non-charter public high schools in the state of Florida. School data were analyzed from 234 charter and non-charter public high schools, within 15 districts across the state of Florida, for the years 2007-2009. The findings of this research suggest charter high schools in the state of Florida are not keeping the pace with their traditional public high school counterparts. Over a three year period, charter high schools had significantly lower developmental scale scores on the FCAT, in both reading and mathematics, than non-charter public high schools. The findings also suggest that student demographics, with respect to male gender, economically disadvantaged, and ELL, combined with charter school status, negatively impact student achievement as measured by DSS. The disparity noted with regard to faculty demographics between charter and non-charter public high schools, only touches on some considerable differences between the two school types; more information is needed on the variations so parents and students can make informed choices. For future research, replication of this study with an expanded sample size of charter schools and a longer period of time for data collection was recommended.
ID: 030423515; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 158-164).
Ed.D.
Doctorate
School of Teaching, Learning, and Leadership
Education

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21

Owes, Chaddrick L. "CHARTER SCHOOLS’ ACCOUNTABILITY: A PROGRAM EVALUATION OF THE CHARTER OVERSIGHT UNIT OF THE CALIFORNIA DEPARTMENT OF EDUCATION". Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3705.

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This dissertation is a qualitative-based program evaluation that explored the existing charter school accountability measures, processes, and oversight systems of the California Department of Education (CDE) in relation to State Board of Education (SBE)-authorized charter schools. This dissertation further explored the potential program improvements that could be implemented to improve the charter school oversight functions of the SBE and CDE. After a charter school receives authorization and approval to operate, the degrees of accountably and oversight vary dependent upon the charter authorizer and the oversite entity. This dissertation study aimed to discover how charter schools authorized by the SBE are held accountable as the SBE delegates its oversight authority to the CDE. Data were collected from the CDE by way of interviews, artifact analysis, and participatory research. Furthermore, this dissertation study aimed to delineate how accountability and oversight systems subsequently impact both charter schools and authorizers, as these two entities are currently governed by the outdated Charter School Act of 1992. Finally, this dissertation study aimed to provide recommendations which may potentially be used as a guide to influence future legislation and or improve the CDE’s charter schools oversight processes. The findings of this study included six recommendations for future practice and three recommendations for future research.

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Wolff, Jeremy B. "The Charter School Movement: The Impact of School Form on Performance". Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/577.

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Using data from the DataQuest and Ed-Data databases provided by the California Department of Education (2006-2012), this study assesses if charter schools provide a net benefit to students compared to non-charter schools. Further, it examines if charter management organizations improve the performance of charter schools. I find that charter schools have no net benefit across all grades. However, charter schools get significantly better performance on high school language arts tests. Minority and low-income students perform better at charter schools than traditional public schools, especially at the middle school level. Minorities in middle schools perform even better at CMOs than independent charter schools.

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23

Booker, Toby Kevin. "The impact of charter schools in Texas". [College Station, Tex. : Texas A&M University, 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1769.

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Flynn, Shawn. "Respecting religion and conscience under the Charter". Thesis, University of Ottawa (Canada), 1989. http://hdl.handle.net/10393/5908.

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Pesik, Richard. "Charter 77, its struggle, problems and accomplishments". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0012/MQ32947.pdf.

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Ertas, Nevbahar. "Public school responses to charter school presence". Diss., unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-09272007-170214/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Electronic text (142 p. : ill.) : digital, PDF file. Christine H. Roch, committee chair; Gary T. Henry, Gordon A. Kingsley, Gregory B. Lewis, Mary Beth Walker, committee members. Description based on contents viewed May 8, 2008. Includes bibliographical references (p. 132-142).

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Kimathi, Patricia Renee'. "African American parents| Choice and charter schools". Thesis, Fielding Graduate University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3588218.

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This mixed method research investigated the question: What elements do African American charter school parents in a Southern California community identify as important in their children's charter schools? Twenty-three African American families who had enrolled their children in charter schools in a Southern California community responded to a survey. Five respondents were randomly selected for semi-structured interviews.

The history of African American parents and children in this country has been one of limited access and choice. Early African American educators proposed education as the means by which African Americans could improve their lives and pursue the American dream (Dubois, 1989; Washington, 1901; Woodson, 1933). After centuries of being in traditional public schools the majority of African American children are not being successfully educated (Johnson, 2002; Haycock, 2009). As a result of widespread dissatisfaction with public schools, an increasing number of African American parents are choosing charter schools as an alternative to traditional public schools (Zimmer et al., 2003, 2009).

The African American families in this study shared the following six elements that influenced their decision to enroll their children in charter schools: academic achievement/ curriculum, parental engagement, quality of teaching, class/school size, safety/ security, and extra activities. Implications from this research and future research are included.

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Pack, Robert Harold. "Charter schools: Innovation, autonomy, and decision-making". Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/288954.

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This multiple case study examined one start-up and one conversion charter school in California. Eighty hours of classroom observations and thirteen teacher interviews were the basis for this descriptive comparative study. The research was guided by the following questions: (1) Do classrooms and school structures in these two charter schools appear different than traditional public schools; (2) Have teachers' methodologies changed since coming to teach at the charter school; (3) What are the similarities and differences between these two charter schools; and (4) Has teachers' autonomy changed since coming to a charter school? This study found that in comparison to teachers' previous position, (1) Teachers had not changed how they taught; and (2) Most teachers had the same amount of classroom autonomy. Additionally: (3) Teachers felt their primary motivation for innovating within their classroom was themselves, their time, and their energy; (4) Teachers did not think teaching in a charter school affected their innovativeness; (5) Teachers did not mention autonomy as a factor influencing their classroom innovativeness; (6) Teachers believed they had more autonomy regarding hiring and budgeting decisions; (7) There were no significant differences in the innovativeness between the teachers of the start-up or conversion schools; the conversion school had the most and the least innovative teachers; (8) The start-up charter school was slightly more innovative overall than the conversion charter school; (9) The two charter schools had more in common than they had differences; (10) New consensus-based, teacher-led decision-making at both schools intensified the micro-politics and burdens placed upon teachers' time, impacting their classroom performance. Unique to the start-up: (11) New operational paradigms required teachers to take on additional support services resulting in less planning time, teachers' feeling overwhelmed, and concern with keeping staff; (12) Parents and students influenced teachers to change back to less innovative practices; and (13) A small campus, faculty, and number of students appeared to create a family-like atmosphere. Based on the findings of this study, two underpinnings of the charter school movement, creating innovative classrooms and increasing teacher autonomy behind the classroom doors were problematic at these charter schools.

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Lemon, Tate Courtney. "“IT DIDN’T MATTER THAT I HAD NO ONE TO ASK, I KNEW THE BEST ANSWER” THE CHARTER SCHOOL CEO: LONELY, OVERCONFIDENT, AND UNDERPREPARED". Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/590147.

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Educational Leadership
Ed.D.
The 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.
Temple University--Theses

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30

Techane, Meskerem Geset. "Where is the African Charter? Assessing the impact of the African Charter on Human and Peoples’ Rights in Mauritius". Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/18643.

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The African Charter on Human and Peoples’ Rights is turning 30 since its adoption. The Charter is also soon turning to its 20 in Mauritius since ratification. The Charter indeed has been hailed for its unique normative content and aspired to be a beacon of human rights in the Continent which has attracted the attention of academicians as well as experts in the field of human rights. The Charter has undoubtedly affected domestic systems through the promotional and protective mandates exercised by the African Commission. How much the Charter has actually influenced domestic human rights practices however, has not yet formed much of the available literature. More so, Mauritius being a party to the Charter for nearly two decades has not enjoyed the attention of writers on the African Charter. Not much is known as to the interactions of Mauritius with the African system which calls for investigation of how much the Charter has influenced the domestic system for two decades long. Beyond formidable normative content, the success of a human rights system depends on the impact it exerts on domestic systems through shaping the behaviours, actions and practice of domestic institutions. Such reflection is therefore, important to gauge the impact of the African Charter and profile its future towards success. This study attempts to enlighten the impact of the African Charter in Mauritius by embarking on examination of the practices of domestic institutions and actors offering unexploited area to ponder critically.
Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2011.
http://www.chr.up.ac.za/
nf2012
Centre for Human Rights
LLM

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31

Bald, Josh. "What motivates families to choose a charter school?" Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20506.

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Since the advent of charter schools in 1992, the population of students and number of schools has dramatically increased. Because a second generation of students have charter schools as a choice, it is important to understand what motivates children and their parents to choose these schools. Recent research has revealed that family motivations are complicated and differ by specific contexts. In this study, I interviewed 59 incoming parents and children at a small public charter school in southern Oregon with a unique population in its locale. Interviews were designed to elicit quantitative and qualitative data regarding motivations for choosing this specific school. Study results indicate that parents and their children leave traditional schools for primarily environmental and academic reasons, although the results were mixed. Families chose the school in this study for primarily environmental factors, particularly class and school size. I discuss implications for the charter school and its sponsoring district and suggest areas of further local research.

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Romo, Vanessa. "A Comparative Analysis of Charter Schools and Non-Charter Public Schools: Latino Academic Achievement in Los Angeles Unified School District". Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2206.

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This research seeks to examine the impact of charter schools on Latino performance in Los Angeles Unified School District. Using school-level data from the Ed-Data database provided by the California Department of Education, this study compares Latino academic achievement in charter high schools and non-charter public high schools across five dimensions of academic achievement: math performance, reading performance, graduation rate, dropout rate, and University of California and/or California State University (UC/CSU) eligibility. The results find a positive, significant charter school impact for Latino students in math performance, dropout rate, and UC/CSU eligibility. Analyses also indicate that charter schools positively impact Latino reading performance and graduation rate, however the results are marginally significant.

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33

Müller, Sophia. "Talking Back: An Examination of Legislative Sequels Produced by the National Assembly of Quebec in Response to Judicial Invalidation of the Charter of the French Language". Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/35880.

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Grounding its approach in historical and discursive institutionalist frameworks, this thesis examines the process of judicial review through an evaluation of Hogg et al.’s Charter dialogue hypothesis as it pertains to judicial invalidation of sections of the Charter of the French Language (CFL) and the legislative sequels produced by the National Assembly of Quebec (i.e. Bills 178 and 86). When examined from an historical institutionalist perspective, the National Assembly of Quebec appears to have strategized its response through an assertion of parliamentary sovereignty, rather than the desire to engage in a “dialogue” with the Supreme Court of Canada. However, a closer examination of how the Bourassa government crafted Bill 178 reveals that the first ‘legislative response’ to the Supreme Court’s decision in Devine and Ford was crafted exclusively by the executive branch, in virtual secrecy among a handful of Bourassa’s cabinet members. Displeased with the outcome of Bill 178, Anglophone civil society actors challenged the legitimacy of the CFL, as well as the notwithstanding mechanism at an international level, with their submission of Ballantyne, Davidson, McIntyre v. Canada to the United Nations Human Rights Committee (UNHRC). In 1993, the UNHRC ruled that Bill 178 violated sections of the International Covenant on Civil and Political Rights. The UNHRC’s decision eventually pressured the National Assembly of Quebec to amend Bill 178 with the passage of Bill 86, and consequently brought the Supreme Court’s remedies into partial effect. However, Quebec’s subsequent amendment to the CFL, Bill 86, was not a “legislative sequel” in response to judicial nullification; rather it was primarily a response to comply to international human rights norms. Bill 86 amended sections 58 and 68 of the CFL, but contrary to the recommendations of linguistic equality set forth by the Supreme Court, the Bourassa government ensured that French remained the predominant language on signage. The evidence in this thesis suggests that Charter compliance was an almost secondary effect caused by the primary objective of Quebec’s adherence to international human rights norms for the purpose of continued participation in international affairs. In its rejection of the Charter dialogue model, this thesis uncouples the pairing of the notwithstanding clause with the notion of parliamentary sovereignty and, in doing so, raises critical questions regarding the roles of the provincial executive and legislative branches during the process of constitutional interpretation. This thesis concludes that in lieu of Charter dialogue, a modified version of Baker’s model of coordinate interpretation is a more appropriate model of judicial review for summarizing the interaction of actors within the case studies of Bills 178 and 86.

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34

Young, Caprice Yvonne. "California charter public school governance a comparison of the academic achievement of schools grouped by governance model /". Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1693038471&sid=2&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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35

Stauffer, Melissa L. "Deregulation of a public service organization a case study on the implications and effectiveness of the charter school movement /". Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1999. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.P.A.)--Kutztown University of Pennsylvania, 1999.
Source: Masters Abstracts International, Volume: 45-06, page: 2962. Typescript. Abstract precedes thesis as preliminary leaves i-iii. Includes bibliographical references 101-103.

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36

De, Jesus Cristina Gililland. "Principal induction and training within conversion charter schools". Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1930906681&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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37

Smith, Anthony David. "The strike for the People's Charter in 1842". Thesis, London School of Economics and Political Science (University of London), 2002. http://etheses.lse.ac.uk/1687/.

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No previous entire thesis or book has been devoted to a national study of the 1842 strike. This thesis is the first to examine the 1842 strike in all regions of Great Britain significantly affected, including the Northwest, Yorkshire, the East Midlands, the Potteries, the Black Country, parts of Scotland, the Merthyr district of South Wales, and London. Chartist activists in the Ashton district deliberately launched a general strike for the People's Charter in order to pre-empt a possible forced strike by the Anti-Corn Law League masters for repeal of the Corn Laws. The aim of the strike nationally, apart from amongst the miners, was overwhelmingly the enactment of the People's Charter. The political strike for the Charter had a coherent strategy and concept which was shared by the Chartist activists in all the strike regions. The strike was an attempt by Chartist activists in the localities, in the face of caution on the part of the national Chartist leadership, and after receiving news of the strike in the Manchester district, to implement the most important 'ulterior measure' of the Chartist constitutional mass platform agitation in order to pressure the Government and Parliament into enacting the Charter. It was to be a peaceable display of united public opinion which would break the nerve of the government without recourse to violence. The strike for the Charter was the highpoint, in terms of the threat posed to the state, of the Chartist mass platform agitation. The traditional radical critique of the corrupt aristocratic state inherited from the late eighteenth and early nineteenth century radical movements was articulated in the strike and was shared by the different strike regions. A working class identity was present in the strike among other multiple identities which included those of the people and nation.

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38

Chang, Tommy. "Charter Schools as Leverage for Special Education Reform". Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/210.

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Few studies have examined the intersection of charter school and special education policies. The concerns around the serving of special education students in charter schools must be carefully studied, especially as charter schools continue to grow in numbers and continue to serve a greater percentage of public school students. New policies must not only address equity in access for special education students in charter schools but must also study how charter schools can be leveraged to generate innovative and promising practices in the area of special education. This study examines a recent policy change in the Los Angeles Unified School District that provides great autonomy and increased accountability for charter schools in their provision of special education services. This policy change promotes key tenets of charter schools: (a) autonomy and decentralization, (b) choice and competition, and (c) performance-based accountability with the aim of increasing access for students with special needs and increasing the capacity of charter schools to serve them. The research design utilizes a mixed method approach to collect qualitative and quantitative data to evaluate the goals of this major policy change within this particular school district.

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39

Ambrosetti, Lisa Marie. "Health Education in Charter Schools: A National Study". University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1341515373.

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40

Procházka, Pavel. "Charter Cities - ostrůvky prosperity s importovaným právním systémem?" Master's thesis, Vysoká škola ekonomická v Praze, 2012. http://www.nusl.cz/ntk/nusl-149826.

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The master's thesis discusses an alternative concept of development aid in the form of charter cities created by Paul Romer, American economist. It describes this mechanism, institutional framework and analyzes its potential to work in practice. Besides the first attempts to put model cities into practice, the thesis also points to a number of myths that have appeared around the project and which are the subject of study. Due to absence of direct charter cities the concept is compared (based on ex-post analysis) with cities and economic zones that were established with goal to achieve economic growth. Similar procedure is applied even in testing of basic assumptions of this model to find out whether this is a viable project.

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41

Beník, Miroslav. "Charter Cities - ostrovy prosperity s importovaným právnym systémom?" Master's thesis, Vysoká škola ekonomická v Praze, 2013. http://www.nusl.cz/ntk/nusl-199222.

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If we consider various improving concepts of governance, we can distinguish two main trends in public choice economics. Neoclassical analysis provides a static view of competitive government, where the main idea is free choice and so-called vote with feet. Dynamic view adds understanding of competition as knowledge generating process and product differentiation. The aim of the work is to evaluate Charter Cities project from the perspective of static and dynamic competition in the government industry, and its potential for rules diffusion to the host country. Seasteading may seem utopian, but the realization would significantly address the problems of decision-making costs and differentiation of governments. Since concepts vary at first sight, purpose of the work is also to compare charter cities and sea cities in terms of their nature, risks, and final applicability in practice. Third, a closer form of activism is the decentralization of government and the transfer of responsibilities to the private communities. Since the government market is 30% of world GDP and is extremely closed and resistant to change, it must compare the three forms of institutional changes, identify under what conditions and in what timeframe are feasible and to determine their significance with regard to their specific nature.

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42

Carruthers, Celeste K. "Faculty composition and student achievement in charter schools". [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0024757.

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43

Chang, Tommy. "Charter Schools as Leverage for Special Education Reform". Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610317.

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Few studies have examined the intersection of charter school and special education policies. The concerns around the serving of special education students in charter schools must be carefully studied, especially as charter schools continue to grow in numbers and continue to serve a greater percentage of public school students. New policies must not only address equity in access for special education students in charter schools but must also study how charter schools can be leveraged to generate innovative and promising practices in the area of special education.

This study examines a recent policy change in the Los Angeles Unified School District that provides great autonomy and increased accountability for charter schools in their provision of special education services. This policy change promotes key tenets of charter schools: (a) autonomy and decentralization, (b) choice and competition, and (c) performance-based accountability with the aim of increasing access for students with special needs and increasing the capacity of charter schools to serve them. The research design utilizes a mixed method approach to collect qualitative and quantitative data to evaluate the goals of this major policy change within this particular school district.

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44

Wereley, James Russell. "The Legal Position of the Time Chartered Operator: Evaluating the Legal Risks and Potential Responses of the Time Charterer Which Sub-Charters on Voyage Terms". Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32161.

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There are many major shipping companies which operate fleets comprised largely of vessels which are time chartered and subsequently sub-chartered on voyage terms. Legal risks will arise for the time charterer due the differing natures and terms of time and voyage charters. The essential question examined in this thesis is that of whether, and to what extent, legal risk can be minimized by the negotiation of equivalent contractual terms under time and voyage charter parties. The key areas addressed in this thesis are delivery under time charters compared to readiness under voyage charters, off hire under time charters versus suspension of laytime under voyage charters, obligations relating to cleanliness of cargo spaces, rights and responsibilities relative to safe berths and ports, the time charterer's position under bills of lading, and issues relating to redelivery of the vessel and consequent voyage charter liability if the vessel is unable to undertake the final voyage. The methodology applied is an examination of the case law, with a primary focus on the extensive body of English jurisprudence. This analysis of the case law is accompanied by a consideration of provisions of major charter party forms. The analysis leads to the conclusion that risk, to varying degrees, can be minimized through the application and clarification of contractual language. With respect to readiness of the vessel it is considered that risk will be reduced through agreeing contractual language which requires early notification of the vessel's delay. As regards off hire and laytime wording that clarifies non physical deficiencies is proposed. With regard to vessel cargo spaces intermediate cleanliness is identified as the greatest risk. Safe port and berth warranties are determined to represent an area of easily manageable risk, while letters of indemnity relating to bills of lading continue to represent very significant risk with suggested but no certain solution. Finally, with respect to redelivery a final voyage clause for time charters has been proposed which serves to almost eliminate risk in this area. Therefore, it is broadly concluded that risk can be managed but not eliminated through drafting of appropriate contractual terms.

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45

D'Lorm, Raul. "Organizational, financial and demographic characteristics of charter schools in Texas and their relationship to school performance". Diss., Texas A&M University, 2006. http://hdl.handle.net/1969.1/4656.

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The deepening dissatisfaction with traditional public schools has inspired changes in the educational system. In less than a decade charter schools have gone from nonexistent to widespread. Charter schools are different from other reforms because charter schools tend to vary in terms of their performance and population served. Some charter schools are obviously more effective than others in terms of their performance on reading, writing and mathematics state-mandated tests. Therefore, the purpose of this study of the correlates of charter school effectiveness is to measure the strength and direction of their relationships between charter schools performance and their organizational, financial and organizational characteristics. My research concludes that among the demographic, financial and organizational variables selected the attendance rate; the central administration expenses and the total number of teachers respectively have the strongest correlation and are the best predictors when it comes to school performance.

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Saurino, Penelope Link. "A case study of PN Charter School : conditions for multiliteracies /". ProQuest subscription required:, 2007. http://proquest.umi.com/pqdweb?did=1338840601&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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Thesis (Ed.D)--Boise State University, 2005.
Includes abstracts. Appendix E includes the complete preliminary study and the first three chapters of the dissertation titled: Preliminary study : nine themes of multiliteracies, a literary implementation framework. Includes bibliographical references. Also available online via the ProQuest Digital Dissertations database.

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47

Ricciardelli, Bernadette Anne, Cathy Cummins i Peter Steedman. "Superintendents' Perceptions of Charter Schools in the Context of a Competitive Educational Marketplace: Charter Schools, their Impact on Traditional Public Districts and the Role of District Leadership". Thesis, Boston College, 2014. http://hdl.handle.net/2345/3808.

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Thesis advisor: Joseph O'Keefe
This study applied the economic theory of marketplace competition as a framework to explore how district superintendents perceive the existence of charter schools by examining their perceptions about whether or not charter schools are stimulating competition for consumers in public school districts. As its underlying foundation, the study used the driving forces of competition and innovation as expressed in the legislative intent of the 1993 Massachusetts law that designed created charter schools to provide an alternative to district schools by promoting innovation. This mixed methods sequential explanatory designed study has yielded findings about superintendents' perceptions of charter schools within the context of a competitive educational marketplace. Not only do superintendents sense urgency to act within a competitive charter school market, but other schooling options for students similarly add competitive pressure. Superintendents perceive that the impact on their district budget is constraining, and that the funding formula does not take into consideration school systems' economies of scale. Most superintendents perceive the choice market as limited or a "quasi-market" unlike in a pure market-based economy where cost is a driving factor. This study found that there is considerable sentiment among superintendents that charter schools separate communities and decrease democratic principles of education by separating society into smaller homogeneous groups, thereby endangering the growth of a multicultural society. And lastly, all superintendents who were interviewed expressed concern that the driving force of this movement - the charter school legislation - has not been implemented as intended
Thesis (EdD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Keller, Karlyn. "Efficacy in Texas Charter Schools Compared to Traditional Public Schools". Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804856/.

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The need to spur innovation and improve student performance initiated the formation of, under different legislative acts, charter schools that include variations of traditional public schools. With the enthusiasm and level of investment going into the formation of charter schools, it is necessary to explore whether these schools have achieved their objectives. This study explored whether Texas open enrollment charter schools perform bettered compared to Texas public schools. The study applied a causal comparative quantitative research design. School data on graduation and dropout rates, college preparation, attendance rates, and overall performance were analyzed quantitatively. Student achievement data available for statistical analysis includes student performance on the Texas Assessment of Knowledge and Skills (TAKS) state assessment from 2007 to 2011. Data analysis for race, special programs, at risk, economically disadvantaged, and limited English proficiency was incorporated. Descriptive statistics and analysis of variance techniques were included in the data analysis. The analysis extended to post hoc tests to determine variables that caused variation. The study found Texas open-enrollment charter schools had more African American students but fewer Whites compared to public schools. Students in public schools performed better than those in charter schools, and Whites yielded the best performance. Charter schools had high dropout rates, low attendance, and low graduation rates, while public schools had low dropout rates, high attendance, and high graduation rates. Finally, public schools had more students ready for college than charter schools.

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Burts-Beatty, Mona Aloaha. "THE CHARTER SCHOOL DEBATE: MOVING IT TOWARD A USEFUL DIALOGUE". Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1260380528.

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50

Reje, Anders, i Elena Dreger. "Marketing Sustainability in Charter Tourism : The Influence of Brands, Eco-Labels and their Combination on the Swedish Charter Tourist´s Decision Making". Thesis, Umeå universitet, Företagsekonomi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-91035.

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Tourism as one of the biggest industries in the world has been changing continuously and rapidly. The publishing of the Brundtland Report in 1987 has accelerated the discussion about combining economic, social and environmental factors – the so-called triple-bottom line – in order to secure long-term sustainable living conditions on a finite planet for both business and society. This has lead to occurring pressure from different stakeholder groups as for example policy makers or non-governmental organizations (NGO’s) urging for more sustainable business practise within the industry whereas one important pressure group appears to be missing out in this context: the customers of mass tourism products and therefore the demand side within the economic equation. Tourists have been observed to be overall reluctant to pay price premiums for more sustainable travel alternatives and seem to “take vacation” from their everyday green behaviour. Hence at the current point of time eco-tourism appears to be a market niche in which mainly small-scale providers and NGO’s like Nature’s Best in Sweden operate. However integrating mass tourism into the consideration can be seen as a promising opportunity and from an environmental standpoint an urgent necessity as it can be argued that within an industry of this scale, even small improvements towards more sustainable behaviour bear the potential for a substantial impact. The purpose of this study therefore lies in researching the two marketing tools of brands and eco-labels and the influence they can have individually and in combination on the tourist’s decision making delimitated to the context of charter tourism in Sweden. Through the research of this study it was found that currently no directly applicable theory about the combination of brands and eco-labels seems to exist for marketing neither in general, nor for the tourism industry in particular. This strongly indicates the novelty of the topic of combining brands and eco-labels and points out research opportunities. In order to achieve this purpose, a mixed-method research design was used combining qualitative expert interviews from direct business representatives and a quantitative data collection utilizing the scholarly acknowledged marketing research method of conjoint analysis in one of its most up-to-date forms of an adaptive choice-based conjoint analysis. Theory from different fields of study as consumer behaviour and decision making, branding and eco-labelling as well as sustainability marketing was combined and translated into the new and emerging service category of sustainable tourism. From this a conceptual framework was developed combining the data collection results from the mixed-method approach. This leads to the identification of ways for improving current charter tourism companies’ marketing based on the customers’ current view on utilities within certain aspects of the tourism package. Overall this study therefore contributes to the discussion on how demand for sustainable products evolves and can likely be increased. This is seen as a valuable theoretical, practical and societal contribution as it helps improving tourism companies’ understanding of their customer base and supports offering products/services with an improved perceived individual and societal value for charter tourism companies that aim for a higher degree of sustainability in their objectives.

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