Managing Community: Professional Community in Charter Schools Operated by Educational Management Organizations

Bulkley, Katrina; Hicks, Jennifer

doi:10.1177/0013161x04269594

Cited by 27 publications

(28 citation statements)

References 15 publications

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“…This study confirms Bulkley and Hicks's (2005) results that suggested EMOs are able to develop and maintain professional communities needed for improved student outcomes. Although a common critique is that EMO schools allocate fewer funds to instruction, this study found that this might not be the case and that EMOs just allocate differently.…”

Section: Lack Of Bureaucratic Controlsupporting

confidence: 88%

“…According to Bulkley and Hicks (2005), EMOs "may aid schools struggling for a sense of purpose by providing them with new resources and education and organizational vision and expertise" (p. 307), among other community-related influences. Findings from this comparative case study, which analyzed six different schools operated by three EMOs, suggest that when done well, EMOs can have a significant effect on creating a strong professional community.…”

Section: Lack Of Bureaucratic Controlmentioning

confidence: 99%

“…They are also able to continue providing resources in an individual and unique way to develop and maintain systematic student outcome improvements and positive professional communities (Bulkley & Hicks, 2005;Hannaway & Sharkey, 2004). EMOs are able to inject the start-up capital needed to begin a quality school.…”

Section: Lack Of Bureaucratic Controlmentioning

confidence: 99%

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Toson

2011

Education and Urban Society

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The continued presence of educational management organizations (EMO) is explained as an inevitable and continued component of the public school landscape. This article discusses both why EMOs are here to stay and the benefits of EMOs in public education. Statistics are shared showing a 420% increase in the number of EMOs over the past 11 years as well as the Obama administration's commitment to choice and entrepreneurship in education. EMOs' role of providing a quality education option for students living in low-income urban neighborhoods and students of color was discussed using evidence and research showing that EMOs serve students of color in the urban centers of districts. In addition, the benefit of being free from the bureaucratic control of traditional public school districts is examined. Last, research findings that suggest significant academic gains for students attending EMO-run schools are presented. Together, these findings suggest that EMO-run schools are a beneficial component to the educational landscape.

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Section: Lack Of Bureaucratic Controlsupporting

confidence: 88%

Section: Lack Of Bureaucratic Controlmentioning

confidence: 99%

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Toson

2011

Education and Urban Society

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“…On the factor of professional learning community, educational researchers such as Bryk et al (1999) and Kruse et al (1995 cited in Bulkley andHicks. 2005) specified that professional learning community of schools consisted of 5 major factors as follows: (1) shared norms and values, (2) collective focus on students' learning, (3) collaboration, (4) de-privatized practice, and (5) reflective dialogue.…”

Section: Literaturementioning

confidence: 99%

“…Its definition consists of 2 parts: Process including sharing and discussion, asking and critiquing, reflection and collaboration of shared power for work practice; the part of expected outcome in work practice (Intanam, 2010). Bryk et al (1999) and Kruse et al (1995 cited in Bulkley andHicks, 2005) specified that professional learning community of school consisted of 5 major factors as follows: (1) the shared norms and values, (2) collective focus on student learning, (3) collaboration, (4) deprivatized practice, and (5) reflective dialogue. These factors are not in hierarchy.…”

Section: Introductionmentioning

confidence: 99%

The development of professional learning community in primary schools

Sompong¹,

Erawan²,

Dharm-tad-sa-na-non³

2015

Educ. Res. Rev.

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The objectives of this research are: (1) To study the current situation and need for developing professional learning community in primary schools; (2) To develop the model for developing professional learning community, and (3) To study the findings of development for professional learning community based on developed model related to knowledge, comprehension, and competency in developing professional learning community, teaching behavior and students' quality. The research area was purposively selected three primary schools. Participatory Action Research was administered in 6 phases; there were 7458 participants. The instrument used for data collection in this study was questionnaire. The statistics used were frequency, percentage, mean, and standard deviation. The findings are as follows: (1) The current situation in developing professional learning community showed that the administrators' overall opinion in all 5 aspects is in "High" level; (2) The model for developing professional learning community consisted of 4 major factors: (a) Preparation for learning organization; (b) Development of shared norm and value; (c) Learning from common work practice, and (d) the expected outcome. (3) The evaluative finding of teachers' knowledge, comprehension, and competency in developing professional learning community was in "high" level.Key words: Model development, development of professional learning community, professional learning community in primary school.

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A case study of student achievement in a secondary charter school

Hung

Badejo

Bennett

2014

New Horizons in Adult Education and Human Resource Development

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The quality of student learning and achievement in public schools has become a matter of public discourse and policy, thus led to the establishment of charter school concept. However, there are controversial reports on the academic performances of charter schools, inadequate information on their instructional practices, and the learning experiences of students who attend secondary charter schools. The purpose of this case study was to find correlations on instructional practices, learning activities, learner motivation, and their perception of learning at a secondary charter school that serves students in various at‐risk situations that have not been described in existing research. Using a case study, the qualitative research identified instructional practices and connection between motivation, learning, and student's perception of learning. Data collected from 3 administrators, 13 teachers, and 30 students through interviews, observations of classrooms, and observation of social behaviors in the breakfast program, were subjected to inductive analysis. Findings revealed that the secondary charter school utilizes mission‐oriented instructional practices to meet the educational needs of every student. Flexible school structure, rewards, support systems, positive reinforcement, and ardent student teacher relationships were motivating factors responsible for student achievement. Students expressed satisfaction with their learning experiences at the school and able to progress to higher grade levels.

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Managing Community: Professional Community in Charter Schools Operated by Educational Management Organizations

Cited by 27 publications

References 15 publications

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The development of professional learning community in primary schools

A case study of student achievement in a secondary charter school

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