You searched for subject:(School Choice).
Showing records 1 – 30 of
568 total matches.
◁ [1] [2] [3] [4] [5] … [19] ▶
University of Maryland
1.
Floyd-Cooper, Rotunda.
INVESTIGATING THE REASONS MIDDLE CLASS AFRICAN AMERICAN FAMILIES IN A LARGE SUBURBAN SCHOOL DISTRICT OPT OUT OF THE PUBLIC SCHOOLS.
Degree: Education Policy, and Leadership, 2017, University of Maryland
URL: http://hdl.handle.net/1903/20376 
► School choice is widely studied in educational literature. The primary focus of this literature, however, is centered around the choices that families of minority students…
(more)
▼ School choice is widely studied in educational literature. The primary focus of this literature, however, is centered around the choices that families of minority students from low socioeconomic status make to attend charter schools or that of affluent white families choosing competitive private and parochial schools. The dearth of research on middle class and affluent African American families’
choice of alternatives to their neighborhood public schools is the focus of this dissertation. Through this dissertation, I explore the indicators informing their
choice of private schools as alternatives to their neighborhood schools as well as the influences of social networks on both their decision to opt out of the public schools and the
choice of specific private schools both outside and inside their respective communities.
Advisors/Committee Members: McLaughlin, Margaret (advisor).
Subjects/Keywords: Educational leadership; Choice; School Choice
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Floyd-Cooper, R. (2017). INVESTIGATING THE REASONS MIDDLE CLASS AFRICAN AMERICAN FAMILIES IN A LARGE SUBURBAN SCHOOL DISTRICT OPT OUT OF THE PUBLIC SCHOOLS. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/20376
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Floyd-Cooper, Rotunda. “INVESTIGATING THE REASONS MIDDLE CLASS AFRICAN AMERICAN FAMILIES IN A LARGE SUBURBAN SCHOOL DISTRICT OPT OUT OF THE PUBLIC SCHOOLS.” 2017. Thesis, University of Maryland. Accessed January 24, 2021.
http://hdl.handle.net/1903/20376.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Floyd-Cooper, Rotunda. “INVESTIGATING THE REASONS MIDDLE CLASS AFRICAN AMERICAN FAMILIES IN A LARGE SUBURBAN SCHOOL DISTRICT OPT OUT OF THE PUBLIC SCHOOLS.” 2017. Web. 24 Jan 2021.
Vancouver:
Floyd-Cooper R. INVESTIGATING THE REASONS MIDDLE CLASS AFRICAN AMERICAN FAMILIES IN A LARGE SUBURBAN SCHOOL DISTRICT OPT OUT OF THE PUBLIC SCHOOLS. [Internet] [Thesis]. University of Maryland; 2017. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/1903/20376.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Floyd-Cooper R. INVESTIGATING THE REASONS MIDDLE CLASS AFRICAN AMERICAN FAMILIES IN A LARGE SUBURBAN SCHOOL DISTRICT OPT OUT OF THE PUBLIC SCHOOLS. [Thesis]. University of Maryland; 2017. Available from: http://hdl.handle.net/1903/20376
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Vanderbilt University
2.
Teasley, Bettie Suzanne.
The NCLB Choice Provisions and Effects of Mobility: A Review of the Literature and Research Designs.
Degree: MS, Leadership and Policy Studies, 2017, Vanderbilt University
URL: http://hdl.handle.net/1803/12197
► This paper explore the choice provisions contained within the No Child Left Behind Act (NCLB). Examining the literature around student mobility in the context of…
(more)
▼ This paper explore the
choice provisions contained within the No Child Left Behind Act (NCLB). Examining the literature around student mobility in the context of
school choice, the paper discusses the possible expectations for student achievement growth. NCLB
choice is intended to be compensatory, giving students in low performing schools the opportunity to move to a higher performing
school. However, the examination of mobility literature shows that the negative influence of mobility on student achievement may outweigh a compensatory effect that could be achieved by NCLB
choice.
Advisors/Committee Members: R. Dale Ballou, Ph.D. (committee member), Gary Henry, Ph.D. (Committee Chair).
Subjects/Keywords: School Choice; NCLB; Student Mobility; School Choice and Achievement; NCLB School Choice
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Teasley, B. S. (2017). The NCLB Choice Provisions and Effects of Mobility: A Review of the Literature and Research Designs. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12197
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Teasley, Bettie Suzanne. “The NCLB Choice Provisions and Effects of Mobility: A Review of the Literature and Research Designs.” 2017. Thesis, Vanderbilt University. Accessed January 24, 2021.
http://hdl.handle.net/1803/12197.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Teasley, Bettie Suzanne. “The NCLB Choice Provisions and Effects of Mobility: A Review of the Literature and Research Designs.” 2017. Web. 24 Jan 2021.
Vancouver:
Teasley BS. The NCLB Choice Provisions and Effects of Mobility: A Review of the Literature and Research Designs. [Internet] [Thesis]. Vanderbilt University; 2017. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/1803/12197.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Teasley BS. The NCLB Choice Provisions and Effects of Mobility: A Review of the Literature and Research Designs. [Thesis]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/12197
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Rochester
3.
Dogan, Battal (1983 - ).
Essays on mechanism design and implementation.
Degree: PhD, 2014, University of Rochester
URL: http://hdl.handle.net/1802/28931
► In Chapter 1, we study affirmative action in school choice. School choice programs aim to give students the option to choose their school. At the…
(more)
▼ In Chapter 1, we study affirmative action in school
choice. School choice programs aim to give students the option to
choose their school. At the same time, underrepresented minority
students should be favored to close the opportunity gap. A common
way to achieve this is to have a majority quota at each school, and
to require that no school be assigned more majority students than
its majority quota. An alternative way is to reserve some seats at
each school for the minority students, and to require that a
reserve seat at a school be assigned to a majority student only if
no minority student prefers that school to her assignment. However,
fair rules based on either type of affirmative action suffer from a
common problem: a stronger affirmative action may hurt some
minority students without benefiting another minority student.
First, we show that this problem is pervasive: the problem
disappears only if the minority students "mostly" have priority
over the majority students. Then, we uncover the root of this
problem: for some minority students, treating them as minority
students does not benefit them, but possibly hurts other minority
students. We propose a new assignment rule (Modified deferred
acceptance with minority reserves), which treats such minority
students as majority students, achieves affirmative action, and
never hurts a minority student without benefiting another minority
student. In Chapter 2, we consider implementing a socially optimal
allocation when there are responsible agents. A set of tasks is to
be allocated among agents. There is an optimal allocation of the
tasks, which is not observable by the designer and which does not
necessarily depend on the preferences of the agents over tasks. We
allow for "responsible agents" whose preferences over allocations
are responsive to the optimal allocation in the following way:
given two allocations such that she is indifferent between her
assignments, if all the agents who are assigned their optimal tasks
at the former allocation are still assigned their optimal tasks at
the latter allocation, and there is an agent who is not assigned
her optimal task in the former but is assigned her optimal task in
the latter allocation, then the responsible agent prefers the
latter allocation to the former. In this context, we analyze
eliciting the optimal allocation via game forms. We show that if
the designer knows that there are at least three responsible
agents, even if the identities of the responsible agents are not
known, the optimal allocation can be elicited. The framework we
introduce allows studying problems where some agents care about the
goal of the designer besides their self interest. In Chapter 3, we
consider Nash-implementation of the "no-envy" solution. Without any
assumptions on the structure of the resources to be distributed, by
only assuming preferences to be complete, we show that a simple
game form, which resembles the "Divide-and-Choose" procedure,
Nash-implements the no-envy solution. Our result extends a result
by Thomson (2005), and it is…
Subjects/Keywords: Implementation; Mechanism design; School choice
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Dogan, B. (. -. ). (2014). Essays on mechanism design and implementation. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/28931
Chicago Manual of Style (16th Edition):
Dogan, Battal (1983 - ). “Essays on mechanism design and implementation.” 2014. Doctoral Dissertation, University of Rochester. Accessed January 24, 2021.
http://hdl.handle.net/1802/28931.
MLA Handbook (7th Edition):
Dogan, Battal (1983 - ). “Essays on mechanism design and implementation.” 2014. Web. 24 Jan 2021.
Vancouver:
Dogan B(-). Essays on mechanism design and implementation. [Internet] [Doctoral dissertation]. University of Rochester; 2014. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/1802/28931.
Council of Science Editors:
Dogan B(-). Essays on mechanism design and implementation. [Doctoral Dissertation]. University of Rochester; 2014. Available from: http://hdl.handle.net/1802/28931
Université Catholique de Louvain
4.
Melindi Ghidi, Paolo.
The dynamics of inequality, minorities and school choice.
Degree: 2012, Université Catholique de Louvain
URL: http://hdl.handle.net/2078.1/107172
► This dissertation investigates the dynamics of inequality from different perspectives: ideological affiliation and protection of cultural trait; ethnicity and minority status; income and socio-economic conditions.…
(more)
▼ This dissertation investigates the dynamics of inequality from different perspectives: ideological affiliation and protection of cultural trait; ethnicity and minority status; income and socio-economic conditions.
The first Chapter provides a general introduction and describes the main objectives and results of the thesis.
Chapter 2 studies under which conditions a given trait, such as religion or language, can be preserved in the long-run. Compared to the existing literature, the model yields two new results. First, paternalistic preferences in children's are a necessary but not a sufficient condition to ensure the preservation of heterogeneity in the long-run distribution of traits. Second, it is able to reproduce historical events in which a reversal of parents' evaluation of traits has been observed.
Chapter 3 investigates why fertility behaviors and educational decisions appear to vary systematically across ethnic groups. In this paper we model an uncertainty mechanism that has an heterogeneous effect on fertility across groups: we find support for the minority status hypothesis according to which members of large minorities usually have a higher fertility than the majority facing low potential for social mobility while small minorities have lower fertility.
Chapter 4 analyzes the existence of mixed income communities within cities. The model predicts that in highly unequal societies low and high income households choose to live in the same community but segregate by schooling, enrolling their children respectively in publicly-funded and private schools. In contrast, when inequality is smaller, we observe the typical sorting by income across communities. When inequality increases, if the housing conditions of the community in which rich and poor households cohabit are affordable, then an inflow of high-income middle class households towards this community emerges. This process, namely gentrification, implies that inequality will negatively impact the quality of the public school of the mixed income community, because both rich and poor households will vote for lower taxation.
(ECON 3) – UCL, 2012
Advisors/Committee Members: UCL - ECGE - Sciences économiques et de gestion, de la Croix, David, Bodart, Vincent, Cervellati, Matteo, Docquier, Frédéric, Verdier, Thierry.
Subjects/Keywords: Inequality; Minorities; School choice
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Melindi Ghidi, P. (2012). The dynamics of inequality, minorities and school choice. (Thesis). Université Catholique de Louvain. Retrieved from http://hdl.handle.net/2078.1/107172
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Melindi Ghidi, Paolo. “The dynamics of inequality, minorities and school choice.” 2012. Thesis, Université Catholique de Louvain. Accessed January 24, 2021.
http://hdl.handle.net/2078.1/107172.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Melindi Ghidi, Paolo. “The dynamics of inequality, minorities and school choice.” 2012. Web. 24 Jan 2021.
Vancouver:
Melindi Ghidi P. The dynamics of inequality, minorities and school choice. [Internet] [Thesis]. Université Catholique de Louvain; 2012. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/2078.1/107172.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Melindi Ghidi P. The dynamics of inequality, minorities and school choice. [Thesis]. Université Catholique de Louvain; 2012. Available from: http://hdl.handle.net/2078.1/107172
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Illinois – Urbana-Champaign
5.
Weitzel, Peter Carl.
Who chooses? A sociological portrait of families active in school choice in urban areas in the U.S.
Degree: PhD, Ed Organization and Leadership, 2016, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/90523
► School choice and charter school research acknowledges that choosers, families that are active in school choice, are different than non-choosers, but the nature of this…
(more)
▼ School choice and charter
school research acknowledges that choosers, families that are active in
school choice, are different than non-choosers, but the nature of this difference is rarely examined directly. For years, commentators have expressed concern that chooser families will tend to have more educationally engaged parents than nonchooser families (Carnoy, 1993; Henig, 1995a). However, this hypothesis is rarely tested, in part due to data limitations in many
school choice studies. Prior research has established the choosers tend to be more affluent than nonchoosers, but few attempts have been made to explain why this gap occurs (e.g. Cullen, Jacob, and Levitt, 2005; Martinez, Godwin, and Kemerer, 1996; Holme & Richards, 2009.)
A more sophisticated understanding of the difference between choosers and nonchoosers is not only important for basic knowledge on
school choice but also would contribute to a growing body of research on the sorting effects of
school choice. There are growing concerns that
school choice can function as a sorting mechanism, exacerbating segregation along racial and socioeconomic lines (e.g. Koedel, Betts, Rice & Zau, 2009; Garcia, 2008). Although some studies indicate that racial segregation may be getting worse through
school choice, negative impacts on socioeconomic segregation tend to be the most common finding in studies on this topic (Holme & Wells, 2008; Garcia, 2010). However, the crudeness of socioeconomic information in
school enrollment data means that these studies could be overestimating or underestimating the changes in segregation that are occurring through
school choice. If choosers and nonchoosers tend to differ in ways that are not easily observable in most
school data, the impacts of
school choice as a sorting mechanism may not be fully understood. The gap between choosers and nonchoosers is a foundational issue for
school choice research, and the question deserves to be approached with more detailed sociological analysis than has typically been conducted in
school choice research thus far.
Sociologists may also be interested in the relationships between parenting practices, socioeconomic status, and
school choice. One of the leading theories on how parents transmit their advantages to their children emphasizes a specific, highly active type of parental involvement (Lareau, 2003). Research has found that these parenting practices are associated with higher academic achievement (Cheadle, 2009). Establishing a link between this parenting strategy and active participation in
school choice would help expand the literature on how middle and upper class families utilize their social and material resources to help separate themselves from lower social strata.
This study uses a recent nationally representative dataset of kindergartners and their parents to provide one of the most thorough sociological comparisons of choosers and nonchoosers to date. The 2010-11 Early Childhood Longitudinal Study (ECLS-K: 2011) has extensive surveys of parents, including…
Advisors/Committee Members: Lubienski, Christopher (advisor), Lubienski, Christopher (Committee Chair), Lleras, Christy (committee member), Lubienski, Sarah (committee member), Welton, Anjale (committee member).
Subjects/Keywords: School choice; Sociology of Education
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Weitzel, P. C. (2016). Who chooses? A sociological portrait of families active in school choice in urban areas in the U.S. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90523
Chicago Manual of Style (16th Edition):
Weitzel, Peter Carl. “Who chooses? A sociological portrait of families active in school choice in urban areas in the U.S.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed January 24, 2021.
http://hdl.handle.net/2142/90523.
MLA Handbook (7th Edition):
Weitzel, Peter Carl. “Who chooses? A sociological portrait of families active in school choice in urban areas in the U.S.” 2016. Web. 24 Jan 2021.
Vancouver:
Weitzel PC. Who chooses? A sociological portrait of families active in school choice in urban areas in the U.S. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/2142/90523.
Council of Science Editors:
Weitzel PC. Who chooses? A sociological portrait of families active in school choice in urban areas in the U.S. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90523
University of Illinois – Urbana-Champaign
6.
Lopez Ochoa, Esteban Alejandro.
House prices and school choice: evidence from Chicago's magnet schools proximity lottery.
Degree: MS, Agricultural & Applied Economics, 2016, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/92961
► Studies of open school policies predict house prices to rise in areas that gain access to high-quality schools. However, excess demand may limit access to…
(more)
▼ Studies of open
school policies predict house prices to rise in areas that gain access to high-quality schools. However, excess demand may limit access to high-quality schools. We take advantage of changes in Chicago’s schools admission policies to test whether a higher probability of admission to magnet schools for students living within 1.5 miles leads to higher house prices. Results indicate that the 1997 and 2009 reforms increased house prices for homes within the 1.5-mile radius by about 5.4% and 14%, respectively. The premium is higher for homes in low SES areas near multiple magnet schools.
Advisors/Committee Members: Hewings, Geoffrey (advisor), McMillen, Daniel (committee member), Baylis, Katherine (committee member).
Subjects/Keywords: Housing Prices; School Choice; Chicago
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Lopez Ochoa, E. A. (2016). House prices and school choice: evidence from Chicago's magnet schools proximity lottery. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/92961
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Lopez Ochoa, Esteban Alejandro. “House prices and school choice: evidence from Chicago's magnet schools proximity lottery.” 2016. Thesis, University of Illinois – Urbana-Champaign. Accessed January 24, 2021.
http://hdl.handle.net/2142/92961.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lopez Ochoa, Esteban Alejandro. “House prices and school choice: evidence from Chicago's magnet schools proximity lottery.” 2016. Web. 24 Jan 2021.
Vancouver:
Lopez Ochoa EA. House prices and school choice: evidence from Chicago's magnet schools proximity lottery. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2016. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/2142/92961.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lopez Ochoa EA. House prices and school choice: evidence from Chicago's magnet schools proximity lottery. [Thesis]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/92961
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Southern California
7.
Schellenberg, Zoe Carolyn.
"Creaming" students in the charter school admission process:
a case study of admission practices in charter schools.
Degree: EdD, Education (Leadership), 2015, University of Southern California
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/576164/rec/30
► Charter schools are a popular option in school choice reform. Parents often choose to enroll their children in charter schools because they are disenchanted with…
(more)
▼ Charter schools are a popular option in
school choice
reform. Parents often choose to enroll their children in charter
schools because they are disenchanted with traditional public
schools. Many charter schools are independent from local
school
districts and promise to be innovative when implementing their
curriculum. Despite charter schools’ mission to provide equal
access to all students, there is criticism that these schools are
encouraging segregation in race, ethnicity, and students with
disabilities. Another argument is that charter schools are
“creaming” high‐performing students because they boost
school
performance and promote competition with public schools. This study
examined the history of
school choice, charter schools, and common
recruiting and admissions practices of charter schools. Two
high‐performing charter schools in southern California were the
focus of this investigation. Interviews of parents and the charter
school administrators as well as examination of public documents
were used to determine whether these schools were abiding by
California charter laws by allowing equal access to all students.
Patterns of enrollment trends were examined, along with admission
practices, to determine whether the two schools were creaming a
specific student population. Data obtained from the interviews and
from public documents were coded to verify whether the two charter
schools studied were siphoning off a particular student population
in order to create a high‐performing charter
school. The results
indicated that parents who participated in
school choice set high
expectations for their children and made education a priority. The
outcome of this study pointed to the effects of
school choice and
how these effects related to segregation of students within a
school district. The results should provide charter schools,
school
districts, and policymakers with implications for future study.
Finally, questions were suggested for future research that outlined
a more in‐depth study of how charter schools develop a
high‐performing student population and the relationship between
student achievement and admissions practices.
Advisors/Committee Members: Burch, Patricia E. (Committee Chair), Green, Alan Gilford (Committee Member), Hyde, Corinne (Committee Member).
Subjects/Keywords: education; charter schools; school choice
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Schellenberg, Z. C. (2015). "Creaming" students in the charter school admission process:
a case study of admission practices in charter schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/576164/rec/30
Chicago Manual of Style (16th Edition):
Schellenberg, Zoe Carolyn. “"Creaming" students in the charter school admission process:
a case study of admission practices in charter schools.” 2015. Doctoral Dissertation, University of Southern California. Accessed January 24, 2021.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/576164/rec/30.
MLA Handbook (7th Edition):
Schellenberg, Zoe Carolyn. “"Creaming" students in the charter school admission process:
a case study of admission practices in charter schools.” 2015. Web. 24 Jan 2021.
Vancouver:
Schellenberg ZC. "Creaming" students in the charter school admission process:
a case study of admission practices in charter schools. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2021 Jan 24].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/576164/rec/30.
Council of Science Editors:
Schellenberg ZC. "Creaming" students in the charter school admission process:
a case study of admission practices in charter schools. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/576164/rec/30
Georgia State University
8.
Baker, Marquis.
Choose or Lose: African-American Parents and the Decision-Making Process in School Choice.
Degree: MA, African-American Studies, 2018, Georgia State University
URL: https://scholarworks.gsu.edu/aas_theses/52
► As a focus of this work, the researcher will examine the influence of African-centered institutions on African-American students through the perspective of parents. Through…
(more)
▼ As a focus of this work, the researcher will examine the influence of African-centered institutions on African-American students through the perspective of parents. Through a series of interviews with parents of students attending an African-centered institution, the researcher will investigate why these parents have chosen to send their children to this institution, why it was important for them (the parent) to do so, and if they feel their child is well equipped for the future because of attending the institution. The study will be conducted in an African-centered institution in the Atlanta area. Participants in this study will be African-American parents of the students attending the African-centered institution. Mwalimu J. Shujaa’s education and schooling model for African-American students (1993; 2003) will be utilized as a theoretical framework. The significance of this work lies in its ability to critically consider the benefits of African-centered institutions on the success of African-American students.
Advisors/Committee Members: Dr. Jonathan Gayles, Dr. Sarita Davis, Dr. Joyce King, Dr. Mario Beatty.
Subjects/Keywords: African-centered pedagogy; School choice
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Baker, M. (2018). Choose or Lose: African-American Parents and the Decision-Making Process in School Choice. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/aas_theses/52
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Baker, Marquis. “Choose or Lose: African-American Parents and the Decision-Making Process in School Choice.” 2018. Thesis, Georgia State University. Accessed January 24, 2021.
https://scholarworks.gsu.edu/aas_theses/52.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Baker, Marquis. “Choose or Lose: African-American Parents and the Decision-Making Process in School Choice.” 2018. Web. 24 Jan 2021.
Vancouver:
Baker M. Choose or Lose: African-American Parents and the Decision-Making Process in School Choice. [Internet] [Thesis]. Georgia State University; 2018. [cited 2021 Jan 24].
Available from: https://scholarworks.gsu.edu/aas_theses/52.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Baker M. Choose or Lose: African-American Parents and the Decision-Making Process in School Choice. [Thesis]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/aas_theses/52
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Simon Fraser University
9.
Cogan, Susana.
Parental school choice behavior : an empirical study.
Degree: 1978, Simon Fraser University
URL: http://summit.sfu.ca/item/3201
Subjects/Keywords: School choice.
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Cogan, S. (1978). Parental school choice behavior : an empirical study. (Thesis). Simon Fraser University. Retrieved from http://summit.sfu.ca/item/3201
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Cogan, Susana. “Parental school choice behavior : an empirical study.” 1978. Thesis, Simon Fraser University. Accessed January 24, 2021.
http://summit.sfu.ca/item/3201.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Cogan, Susana. “Parental school choice behavior : an empirical study.” 1978. Web. 24 Jan 2021.
Vancouver:
Cogan S. Parental school choice behavior : an empirical study. [Internet] [Thesis]. Simon Fraser University; 1978. [cited 2021 Jan 24].
Available from: http://summit.sfu.ca/item/3201.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Cogan S. Parental school choice behavior : an empirical study. [Thesis]. Simon Fraser University; 1978. Available from: http://summit.sfu.ca/item/3201
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Southern California
10.
Duim, Jon A.
What factors play a role in making the District of choice
program fit a school district's educational mission?.
Degree: EdD, Education, 2013, University of Southern California
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/129468/rec/7899
► The schooling option that is the most widespread nation-wide is interdistrict open enrollment. In California this is called District of Choice (DOC). DOC programs have…
(more)
▼ The schooling option that is the most widespread
nation-wide is interdistrict open enrollment. In California this is
called District of
Choice (DOC). DOC programs have been recognized
as a tool for
school improvement. The program is intended to
broaden the choices available and thus promote equity of
opportunity by allowing students who lack the means the freedom to
transfer to a better performing public
school. Only a fraction of
California
school districts participate in the DOC initiative.
Laying aside the potential advantages accrued to students, why do
some districts choose to assume the additional enrollment
procedures inherent in an optional state program? ❧ Districts that
participate in the DOC program are predominately K-12
school
districts with enrollments under 5,000. These small
school
districts relied on the ADA from their DOC students for an average
of a quarter of their enrollment revenue. Superintendents that
provided the survey and interview data for this study, were
motivated to participate in the DOC program for the prestige,
monetary factors and because they believed in a parents’ right to
choice their child’s
school. This study found that strong
school
board support was gained by promoting the important advantages the
school district could gain by participating. The DOC district gains
freer access to interdistrict students by bypassing potential
barriers. The study uncovered tensions between
school districts as
they compete for students. The potential of added prestige and
reputation gained as a result of being perceived by the public as a
school district that is attractive to family was also a factor in
participating.
Advisors/Committee Members: Garcia, Pedro EnriqueGarcía, Pedro Enrique (Committee Chair), Marsh, Julie A. (Committee Member), Castruita, Rudy Max (Committee Member).
Subjects/Keywords: interdistrict transfer; District of choice; school choice; parental choice; school of residence; out of district; school choice options
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Duim, J. A. (2013). What factors play a role in making the District of choice
program fit a school district's educational mission?. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/129468/rec/7899
Chicago Manual of Style (16th Edition):
Duim, Jon A. “What factors play a role in making the District of choice
program fit a school district's educational mission?.” 2013. Doctoral Dissertation, University of Southern California. Accessed January 24, 2021.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/129468/rec/7899.
MLA Handbook (7th Edition):
Duim, Jon A. “What factors play a role in making the District of choice
program fit a school district's educational mission?.” 2013. Web. 24 Jan 2021.
Vancouver:
Duim JA. What factors play a role in making the District of choice
program fit a school district's educational mission?. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2021 Jan 24].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/129468/rec/7899.
Council of Science Editors:
Duim JA. What factors play a role in making the District of choice
program fit a school district's educational mission?. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/129468/rec/7899
Penn State University
11.
Akyol , Saziye Pelin.
Essays In Applied Microeconomics.
Degree: 2014, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/22538
► CHAPTER 1 (with Kala Krishna) : Preferences, Selection, and Value Added: A Structural Approach This paper investigates two main questions: i) What do applicants take…
(more)
▼ CHAPTER 1 (with Kala Krishna) : Preferences, Selection, and Value Added: A Structural Approach
This paper investigates two main questions: i) What do applicants take into consideration when choosing a high
school? ii) To what extent do schools contribute to their students' academic success? To answer these questions, we model students' preferences and derive demand for each
school by taking each student's feasible set of schools into account. We obtain average valuation placed on each
school from market clearing conditions. Next, we investigate what drives these valuations by carefully controlling for endogeneity using a set of creative instruments suggested by our model. Finally, controlling for mean reversion bias, we look at each
school's value-added.
We find that students infer the quality of a
school from its selectivity and past performance on the university entrance exam. However, the evidence on the value-added by schools shows that highly valued or selective schools do
not have high value-added on their students' academic outcomes.
CHAPTER 2 (with James Key and Kala Krishna) : Hit or Miss? Test Taking Behavior in Multiple
Choice Exams
This paper models and estimates students' decision to guess/attempt or skip the question in a multiple
choice test in order to understand the role that student characteristics play. We do this using data from the Turkish University Entrance Exam, a highly competitive, high stakes exam. In particular, we investigate students' behavior according to their gender, predicted score and experience in the exam. Our results show that students' attitudes towards risk differ according to their gender, predicted score and exam experience: female students behave in a more risk averse manner relative to male students, and high scoring students are more risk averse.
However, our counterfactual analysis suggests that although different testing regimes can lead to different score distributions, the relationships between exam score percentiles and student characteristics are relatively invariant.
CHAPTER 3 (with Kala Krishna and Sergey Lychagin) : Gender Differences in College Major
Choice: Evidence from a Centralized System
This paper investigates factors affecting college major
choice decisions of students. In an environment where college admission depends solely on students' college entrance exam score and their preferences, we found that gender difference in exam performance is an important factor, especially performance in math and science fields. Our results suggest that policies that can increase performance of female students to the level of male students can reduce the gender gap in engineering and technical science majors by half.
Advisors/Committee Members: Kala Krishna, Dissertation Advisor/Co-Advisor, Kala Krishna, Committee Chair/Co-Chair, Sung Jae Jun, Committee Member, Paul L E Grieco, Committee Member, John Raymond Moran Jr., Committee Member.
Subjects/Keywords: School Choice; School Value-Added; Multiple Choice Tests; Major Choice; Gender Gap
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Akyol , S. P. (2014). Essays In Applied Microeconomics. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/22538
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Akyol , Saziye Pelin. “Essays In Applied Microeconomics.” 2014. Thesis, Penn State University. Accessed January 24, 2021.
https://submit-etda.libraries.psu.edu/catalog/22538.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Akyol , Saziye Pelin. “Essays In Applied Microeconomics.” 2014. Web. 24 Jan 2021.
Vancouver:
Akyol SP. Essays In Applied Microeconomics. [Internet] [Thesis]. Penn State University; 2014. [cited 2021 Jan 24].
Available from: https://submit-etda.libraries.psu.edu/catalog/22538.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Akyol SP. Essays In Applied Microeconomics. [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/22538
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
NSYSU
12.
Wu, Shu-chen.
A Study on the Relationship among School Brand, Parentsâ Educational Attitude and School Choice of Junior High Schools in Kaohsiung City.
Degree: Master, Education, 2011, NSYSU
URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726111-150053
► This study aims to explore the relationship among school brand, parentsâ educational attitude and school choice of junior high schools in Kaohsiung City. The study…
(more)
▼ This study aims to explore the relationship among
school brand, parentsâ educational attitude and
school choice of junior high schools in Kaohsiung City.
The study was conducted by means of questionnaire survey with self-edited âQuestionnaire on
School Brand, Parentsâ Educational Attitude and
School Choice.â 413 junior high schoolsâ parents were randomly sampled in Kaohsiung City. The collected data was analyzed by statistical methods, including t-test, One-Way ANOVA, Pearson Product-Method Correlation and Multiple Regression.
Based on the analyzed results, the followings were concluded:
1.The junior high schoolsâ parents in Kaohsiung City could hold the positive attitudes toward
school brand, parentsâ educational attitude and
school choice.
2.The attitudes of the parents with different background have no difference on
school brand.
3.The attitudes of the parents with different background have no difference on parentsâ educational attitude.
4.The attitudes of the parents with different background have no difference on s
school choice.
5.
School brand and parentsâ educational attitude have moderate related;
school brand and
school choice has moderate related.
Advisors/Committee Members: Ping-huang Chang (chair), He-tang Wu (chair), Jen-chih Liao (committee member).
Subjects/Keywords: school choice; parentsâ educational attitude; school brand
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Wu, S. (2011). A Study on the Relationship among School Brand, Parentsâ Educational Attitude and School Choice of Junior High Schools in Kaohsiung City. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726111-150053
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Wu, Shu-chen. “A Study on the Relationship among School Brand, Parentsâ Educational Attitude and School Choice of Junior High Schools in Kaohsiung City.” 2011. Thesis, NSYSU. Accessed January 24, 2021.
http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726111-150053.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Wu, Shu-chen. “A Study on the Relationship among School Brand, Parentsâ Educational Attitude and School Choice of Junior High Schools in Kaohsiung City.” 2011. Web. 24 Jan 2021.
Vancouver:
Wu S. A Study on the Relationship among School Brand, Parentsâ Educational Attitude and School Choice of Junior High Schools in Kaohsiung City. [Internet] [Thesis]. NSYSU; 2011. [cited 2021 Jan 24].
Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726111-150053.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Wu S. A Study on the Relationship among School Brand, Parentsâ Educational Attitude and School Choice of Junior High Schools in Kaohsiung City. [Thesis]. NSYSU; 2011. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726111-150053
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
13.
Webb, Bradley Michael.
Attending a second- or later-choice college: Connections with persistence.
Degree: 2016, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/12939bmw227
► Enrollments in postsecondary education have climbed steadily for more than 20 years. However, during this same time period, students enrolled in their school of first-choice…
(more)
▼ Enrollments in postsecondary education have climbed steadily for more than 20 years. However, during this same time period, students enrolled in their
school of first-
choice in decreasing numbers. In fact, slightly more than 55% indicated they enrolled at their first-
choice college in 2013 (Eagan, Lozano, Hurtado, & Case, 2013). Thus, more students are attending institutions where they did not, at least originally, plan to attend. This raises numerous questions for students, researchers, and administrators, and served as the impetus for this study. This dissertation investigated five separate research questions regarding the connections of attending a second- or later-
choice college with student persistence and grade point average (GPA). Two separate research methodologies were employed - a qualitative analysis using focus groups with students who re-enrolled at a second- or later-
choice college and a quantitative analysis of CIRP – The Freshman Survey responses.
The study was conducted at a mid-size, open-admissions institution in the northeast portion of the United States. The institution offers more than 125 programs leading to certificate’s, associate’s, and bachelor’s degrees in the technical fields. A qualitative analysis uncovered a fledging framework that contributes to our overall understandings of the re-enrollment decision process for students at a second- or later-
choice college. Focus group responses also revealed two significant motivators of re-enrollment – barriers to leaving and expected outcomes – that were previously not discussed in mainstream research. Finally, findings raised numerous questions concerning the concept of “first choice”. A quantitative analysis, using a different sample from the same institution, found no significant statistical differences between students at a first-
choice college versus those at a second- or later-
choice college in fall-to-fall retention, fall-to-spring retention, and grade point average. Implications for research, theory, public policy, and practice are discussed.
Advisors/Committee Members: Neal H Hutchens, Dissertation Advisor/Co-Advisor, Neal H Hutchens, Committee Chair/Co-Chair, Roger Lewis Geiger, Committee Member, Leticia Oseguera, Committee Member, Jeremy Plant, Outside Member.
Subjects/Keywords: persistence; retention; college choice; safety school; first-choice; later-choice; barriers; transfer
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Webb, B. M. (2016). Attending a second- or later-choice college: Connections with persistence. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/12939bmw227
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Webb, Bradley Michael. “Attending a second- or later-choice college: Connections with persistence.” 2016. Thesis, Penn State University. Accessed January 24, 2021.
https://submit-etda.libraries.psu.edu/catalog/12939bmw227.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Webb, Bradley Michael. “Attending a second- or later-choice college: Connections with persistence.” 2016. Web. 24 Jan 2021.
Vancouver:
Webb BM. Attending a second- or later-choice college: Connections with persistence. [Internet] [Thesis]. Penn State University; 2016. [cited 2021 Jan 24].
Available from: https://submit-etda.libraries.psu.edu/catalog/12939bmw227.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Webb BM. Attending a second- or later-choice college: Connections with persistence. [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/12939bmw227
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
North Carolina State University
14.
McComb, Errin M.
Impact of Educational Choice on Academic Outcomes.
Degree: PhD, Educational Research and Policy Analysis, 2002, North Carolina State University
URL: http://www.lib.ncsu.edu/resolver/1840.16/4503
► The purpose of the research was to determine if there are there differences in the educational outcomes of students choosing non-specialty and those who choose…
(more)
▼ The purpose of the research was to determine if there are there differences in the educational outcomes of students choosing non-specialty and those who choose to remain at their base schools. This study attempts to test some of the assumptions regarding the positive impacts of parents engaging in
school choice as it relates to their students' academic performance.
This non-experimental comparative study was conducted with existing
school data. This study compares end-of-grade test scores, demographics, and academic outcome variables of middle
school students attending base schools with students attending non-specialty transfer schools. Data from the Wake County
School System in North Carolina were appropriate for use in this study because they allow students to transfer to non-specialty schools. The transfer option, with some restriction, allows students in the district to transfer to other schools in the district. The data obtained and examined in this research span over three academic years, 1998-2000. The variables are defined and reported by the Wake County Publics
School System Office of Evaluation and Research. The Wake County Public
School System compiled the data set containing all demographic and outcome variables for this study.
The findings from the analysis indicated that base
school students had higher reading mean scores than students who transferred to non-specialty schools all three years. Additionally, findings indicated that base
school students had higher math mean scores than transfer students for all the three years. Both quantitative and qualitative differences between
school groups (base/transfer) were noted for math. There were no significant differences in the rates of remediation between the students who attended base schools and those that transferred to non-specialty schools. Further analysis indicated that suspension for girls in base schools was higher than the mean for girls in transfer schools. Boys in the base schools had higher rates of suspension than boys in transfer schools. Boys had higher rates of suspension than girls in both
school types.
Advisors/Committee Members: Dr. Robert Serow, Committee Chair (advisor), Dr. Saundra Williams, Committee Member (advisor), Dr. Paul Bitting, Committee Member (advisor), Dr. Anthony Rolle, Committee Co-Chair (advisor).
Subjects/Keywords: rational choice; school choice
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
McComb, E. M. (2002). Impact of Educational Choice on Academic Outcomes. (Doctoral Dissertation). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/4503
Chicago Manual of Style (16th Edition):
McComb, Errin M. “Impact of Educational Choice on Academic Outcomes.” 2002. Doctoral Dissertation, North Carolina State University. Accessed January 24, 2021.
http://www.lib.ncsu.edu/resolver/1840.16/4503.
MLA Handbook (7th Edition):
McComb, Errin M. “Impact of Educational Choice on Academic Outcomes.” 2002. Web. 24 Jan 2021.
Vancouver:
McComb EM. Impact of Educational Choice on Academic Outcomes. [Internet] [Doctoral dissertation]. North Carolina State University; 2002. [cited 2021 Jan 24].
Available from: http://www.lib.ncsu.edu/resolver/1840.16/4503.
Council of Science Editors:
McComb EM. Impact of Educational Choice on Academic Outcomes. [Doctoral Dissertation]. North Carolina State University; 2002. Available from: http://www.lib.ncsu.edu/resolver/1840.16/4503
University of Minnesota
15.
Choi, Youngeun.
Choice, mobility, and place attachment: Minnesota's public school choice.
Degree: PhD, Design, 2014, University of Minnesota
URL: http://hdl.handle.net/11299/168164
► Relationships between place and people are complex because places become specific and unique as we build memories, share stories, accumulate histories. Therefore, mobility and place…
(more)
▼ Relationships between place and people are complex because places become specific and unique as we build memories, share stories, accumulate histories. Therefore, mobility and place attachment are often placed in opposite discussions. Considering the daily life and limited resources of low-income families, however, the relationship between place and people can be a love and hate relationships and the discussion on mobility and place attachment are not straightforward. The current study explored how inner-city low-income families with school-age children experience school choice. Particularly, the study attempted to examine the Choice Is Yours program that allows school mobility with the help of transportation in order to support for low-income families in Minneapolis, Minnesota. The primary purpose of the current study was to develop a better understanding of how low-income families perceive choice, place, mobility, and place attachment using the theoretical frameworks of mobility and place attachment. To understand and interpret the meanings of their perception and experiences, a phenomenological study was employed and in-depth, semi-structured interviews were conducted with the parents who participated the Choice Is Yours program. Conversations with the participants show that having choice allowed them not only to attain academic achievement but also to be aware of available resources, to grow ability to judge well, and to develop positive relationships with peers and school community. The participants expressed multi-layered emotions with places. Place attachment of the current study was associated with the experience of first-time homeownership, familiar and convenient environments, and close kin relationships that were located in the same neighborhood. This was related to moving decisions. Future study on the inclusion of non-choosers of the opportunity-based program in such neighborhoods would provide a better understanding the impact of choice and the perception of mobility and place attachment. This will broaden the discussion about the school choice program by connecting educational policy with housing policy.
Subjects/Keywords: Housing choice; Place attachment; Residential mobility; School choice; Design
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Choi, Y. (2014). Choice, mobility, and place attachment: Minnesota's public school choice. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/168164
Chicago Manual of Style (16th Edition):
Choi, Youngeun. “Choice, mobility, and place attachment: Minnesota's public school choice.” 2014. Doctoral Dissertation, University of Minnesota. Accessed January 24, 2021.
http://hdl.handle.net/11299/168164.
MLA Handbook (7th Edition):
Choi, Youngeun. “Choice, mobility, and place attachment: Minnesota's public school choice.” 2014. Web. 24 Jan 2021.
Vancouver:
Choi Y. Choice, mobility, and place attachment: Minnesota's public school choice. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/11299/168164.
Council of Science Editors:
Choi Y. Choice, mobility, and place attachment: Minnesota's public school choice. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/168164
University of Zambia
16.
Mulenga, Chulumanda Benson.
Factors limiting Career Choice Among Grade 12 Visually Impaired School Leavers in Zambia
.
Degree: 2011, University of Zambia
URL: http://hdl.handle.net/123456789/436
► The study examined the factors that limit career choice among grade 12 visually impaired school leavers in Zambia. The objectives of the study were to…
(more)
▼ The study examined the factors that limit career choice among grade 12 visually
impaired school leavers in Zambia. The objectives of the study were to determine if lack of information on career choice is a limiting factor among grade 12 school leavers in Zambia, to find out if the socio-economic status of the family limit career choice among Grade 12 visually impaired school leavers, to examine if the geographical location of the school attended impacted on career choice and to establish if inadequate job opportunities in Zambia is a limiting factor in Career choice among Grade 12 visually impaired school leavers. The researcher used a survey as his research design. The target population for the study included visually impaired basic school teachers, visually impaired telephone switchboard operators and School Counsellors. The sample consisted of forty-eight (48) respondents, twenty (20) visually impaired basic school teachers, twenty (20) visually impaired telephone switchboard operators from Lusaka and Copperbelt Provinces and eight (8) School Counsellors from eight high school units
for the visually impaired spread throughout the country. Purposive sampling was used
to arrive at the School Counsellors while snowball was used to get the visually impaired respondents. In collecting data, questionnaires were administered to the School Counsellors while interviews were administered to the visually impaired respondents. These instruments were piloted before they were used in the study. Qualitative and quantitative data analysis methods were used while tables were used in the presentation of data. The findings of the study revealed that lack of information on career guidance was one of the limiting factors in career choice among Grade 12 visually impaired school leavers. Other limiting factors for career choice among the visually impaired school leavers included low socio-economic status of the family, poor combination of subjects taken at
school, inadequate vocational training institutions, inadequate job opportunities for the visually impaired and lack of supportive policies and legislation. Geographical location of the school attended by Grade 12 visually impaired school leavers was not a significant factor in Zambia.
In view of the findings, it was recommended that the government should create more
vocational and rehabilitation centres for people with visual impairment. The government should also come up with career guidance programmes for visually impaired school leavers and a deliberate policy and legislation on the employment of people with visual impairment. Moreover, children from low socio-economic status families should be given financial and material support by government so that they have equal chances in pursuing their career aspirations as their sighted peers.
Subjects/Keywords: Career;
Career Choice;
Visually Impaired School Leavers
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Mulenga, C. B. (2011). Factors limiting Career Choice Among Grade 12 Visually Impaired School Leavers in Zambia
. (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/436
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Mulenga, Chulumanda Benson. “Factors limiting Career Choice Among Grade 12 Visually Impaired School Leavers in Zambia
.” 2011. Thesis, University of Zambia. Accessed January 24, 2021.
http://hdl.handle.net/123456789/436.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Mulenga, Chulumanda Benson. “Factors limiting Career Choice Among Grade 12 Visually Impaired School Leavers in Zambia
.” 2011. Web. 24 Jan 2021.
Vancouver:
Mulenga CB. Factors limiting Career Choice Among Grade 12 Visually Impaired School Leavers in Zambia
. [Internet] [Thesis]. University of Zambia; 2011. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/123456789/436.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Mulenga CB. Factors limiting Career Choice Among Grade 12 Visually Impaired School Leavers in Zambia
. [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/436
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Utah
17.
Martineau, Michael Dee.
The competitive effects of charter schools in Utah.
Degree: PhD, Economics, 2013, University of Utah
URL: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2276/rec/2423
► Charter schools have become an important aspect of Utah’s unique K-12education system as they have increased in both popularity and number in recentyears. The increase…
(more)
▼ Charter schools have become an important aspect of Utah’s unique K-12education system as they have increased in both popularity and number in recentyears. The increase of charter schools has allowed for a higher degree ofparental choice regarding their children’s education as well as various effects onthe traditional public schools. Economic theory suggests that increasedcompetition may influence firms to increase quality and/or decrease price. Thequestion remains if the same holds for the education market in Utah. Nationwideexisting evidence in the literature is mixed, where many studies have shownpositive competitive effects of charters on public schools while a few others haveshown negative or negligible competitive effects. Further analysis for the Utaheducation market is therefore warranted. This research identifies and analyzesthe competitive effects of charter schools on the academic achievement ofstudents in traditional public schools (K-6) in Utah. School-level criterionreferencedtest (CRT) scores serve as a measure of academic achievement forthe years 2005 through 2010. For completeness, two broadly-acceptedmeasures of competition are utilized. Results suggest positive and significantcompetitive effects on traditional public school achievement in the subjects ofLanguage Arts and Science, and negative but mostly not significant effects onMathematics.
Subjects/Keywords: Charter schools; Competition; Competitive effect; School choice
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Martineau, M. D. (2013). The competitive effects of charter schools in Utah. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2276/rec/2423
Chicago Manual of Style (16th Edition):
Martineau, Michael Dee. “The competitive effects of charter schools in Utah.” 2013. Doctoral Dissertation, University of Utah. Accessed January 24, 2021.
http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2276/rec/2423.
MLA Handbook (7th Edition):
Martineau, Michael Dee. “The competitive effects of charter schools in Utah.” 2013. Web. 24 Jan 2021.
Vancouver:
Martineau MD. The competitive effects of charter schools in Utah. [Internet] [Doctoral dissertation]. University of Utah; 2013. [cited 2021 Jan 24].
Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2276/rec/2423.
Council of Science Editors:
Martineau MD. The competitive effects of charter schools in Utah. [Doctoral Dissertation]. University of Utah; 2013. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2276/rec/2423
University of Zambia
18.
Kaoma, Kunda Godfrey.
Determinants of school choice: understanding how parents choose secondary schools in Lusaka District
.
Degree: 2016, University of Zambia
URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/4924
► The study explored the determinants of school choice by parents in selected secondary schools in Lusaka district. This was done by investigating whether school choice…
(more)
▼ The study explored the determinants of school choice by parents in selected secondary schools in Lusaka district. This was done by investigating whether school choice was determined by the school‘s academic performance, parents‘ socio-economic status, location of parents and moral and religious values. The theories that guided this study were rational choice and free market theories.
The research design used in this study was a convergent parallel mixed-methods design; an approach to inquiry that combines both qualitative and quantitative methods concurrently, prioritizing both methods almost equally. For qualitative method, interview guides were used and for quantitative method, questionnaires were distributed to respondents. The sample size was 135 participants. The study used both simple random sampling and purposive sampling to select respondents. 120 parents responded to questionnaires, 8 parents were interviewed to crosscheck other parents‘ responses in the questionnaires. Interviews were also used to collect data from 6 head-teachers and 1 officer at the DEBS office as key stakeholders or informants. Qualitative data was analysed according to emerging themes while quantitative data was analysed using SPSS, excel and mega stata where regression was run.
The findings of this study suggested that parents had the freedom to exercise school choice in Lusaka. However, this choice was hampered by some factors. The research conducted found out that school academic performance was the significant variable; hence it was the biggest determining factor in parents‘ school choice for their children for it told a lot about the quality of education offered at a particular school. It was followed by moral and religious values. Respondents revealed that they appreciated schools where discipline was enforced. Parents‘ socio-economic status was also revealed to have influence on school choice though not significant when multiple regression was run. Location of parents was found to be insignificant as a determinant of school choice.
The study recommended that government needed to work at issues that enhanced school academic performance and discipline in schools such as intensifying monitoring and supervision especially in public schools so as to reduce teachers‘ and pupils‘ laisser-faire kind of attitudes and avoid big class sizes by building or opening more secondary schools thereby improving the quality of education in schools. There was need for further research in rural areas of Zambia on determinants of school choice as some of the factors that might have influenced parents‘ choices in urban settings may not apply in rural areas. There was also need to conduct research on determinants of school choice at primary level in Zambia both in rural and urban settings as it seemed a major factor in influencing the type of secondary schools pupils went to.
Subjects/Keywords: School choice-Zambia;
Education-Parent Participation
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Kaoma, K. G. (2016). Determinants of school choice: understanding how parents choose secondary schools in Lusaka District
. (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4924
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Kaoma, Kunda Godfrey. “Determinants of school choice: understanding how parents choose secondary schools in Lusaka District
.” 2016. Thesis, University of Zambia. Accessed January 24, 2021.
http://dspace.unza.zm:8080/xmlui/handle/123456789/4924.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Kaoma, Kunda Godfrey. “Determinants of school choice: understanding how parents choose secondary schools in Lusaka District
.” 2016. Web. 24 Jan 2021.
Vancouver:
Kaoma KG. Determinants of school choice: understanding how parents choose secondary schools in Lusaka District
. [Internet] [Thesis]. University of Zambia; 2016. [cited 2021 Jan 24].
Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4924.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Kaoma KG. Determinants of school choice: understanding how parents choose secondary schools in Lusaka District
. [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4924
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Virginia Commonwealth University
19.
Senechal, Jesse.
The Idea of the Charter: One Community's Perspectives on the Shifting Nature of Public Education.
Degree: PhD, Education, 2014, Virginia Commonwealth University
URL: https://doi.org/10.25772/S7P1-RG57
;
https://scholarscompass.vcu.edu/etd/3317
► This study considers the contested meaning of public education through a qualitative investigation of Patrick Henry School of Science and Arts, a charter elementary school…
(more)
▼ This study considers the contested meaning of public education through a qualitative investigation of Patrick Henry
School of Science and Arts, a charter elementary
school in Richmond, Virginia. The central research question that guides this study is “How do parents construct the idea of public schools as they explain their
choice of Patrick Henry Charter
School?” To answer this question I conducted a constructivist inquiry that involved a series of 16 semi-structured interviews with a maximum variation sample of Patrick Henry parents concerning their ideas about the
school and about public education. The analysis of these interviews led to a grounded theory of the parents’ ideas as well as a case report constructed from the categorized units of data that explores the core themes of the theory. This study also addresses two sub-questions: (1) “How do the parents’ ideas about public schools reflect the logics embedded in the larger policy discourses concerning charters and the reinvention of public education?” and (2) “How do the parents’ ideas about public schools reflect the local public discourse around the public-ness of the
school?” To answer the first sub-question I use my review of literature to develop an understanding of the reform debates around charter schools and their relationship to the contested ideas of public education. To answer sub question two, I present an adapted constructivist qualitative analysis of the public discourse that surrounded the
school from April 2007 – when the idea of the
school was first proposed at a
school board meeting – until December 2011 – a year and a half after the
school opened its doors. To capture the public discourse I collected and analyzed articles, editorials and letters from six local print publications (newspapers, weekly magazines) as well as the public comment portion of the minutes from Richmond
School Board meetings. This analysis resulted in the construction of two competing narratives about the
school, the juxtaposition of which shed light on the how idea of public-ness was constructed in the public discourse.
Advisors/Committee Members: Gabriel Reich.
Subjects/Keywords: Charter Schools; School Choice; Qualitative Methods; Education
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Senechal, J. (2014). The Idea of the Charter: One Community's Perspectives on the Shifting Nature of Public Education. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://doi.org/10.25772/S7P1-RG57 ; https://scholarscompass.vcu.edu/etd/3317
Chicago Manual of Style (16th Edition):
Senechal, Jesse. “The Idea of the Charter: One Community's Perspectives on the Shifting Nature of Public Education.” 2014. Doctoral Dissertation, Virginia Commonwealth University. Accessed January 24, 2021.
https://doi.org/10.25772/S7P1-RG57 ; https://scholarscompass.vcu.edu/etd/3317.
MLA Handbook (7th Edition):
Senechal, Jesse. “The Idea of the Charter: One Community's Perspectives on the Shifting Nature of Public Education.” 2014. Web. 24 Jan 2021.
Vancouver:
Senechal J. The Idea of the Charter: One Community's Perspectives on the Shifting Nature of Public Education. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2014. [cited 2021 Jan 24].
Available from: https://doi.org/10.25772/S7P1-RG57 ; https://scholarscompass.vcu.edu/etd/3317.
Council of Science Editors:
Senechal J. The Idea of the Charter: One Community's Perspectives on the Shifting Nature of Public Education. [Doctoral Dissertation]. Virginia Commonwealth University; 2014. Available from: https://doi.org/10.25772/S7P1-RG57 ; https://scholarscompass.vcu.edu/etd/3317
University of Houston
20.
Momin, Heena.
Why Montessori: A Parent's Perspective.
Degree: MEd, Counseling, 2012, University of Houston
URL: http://hdl.handle.net/10657/661
► The purpose of this study was to investigate the rationale parents have for placing their children in a Montessori School above all other means of…
(more)
▼ The purpose of this study was to investigate the rationale parents have for placing their children in a Montessori
School above all other means of education. A 26-question survey was administered utilizing quantitative and qualitative items that addressed placement reasons and perceptions of the quality of education children should receive. There are approximately 80 parents at The Innovative Montessori
School located in Houston, out of which 36 responded. The results indicate that parents choose Montessori education due to the classroom structure and the curriculum, known as the Montessori Method. It was also noted the reason for continuing Montessori was because their children enjoyed learning and had positive self-perceptions of the learning environment present in a Montessori classroom.
Advisors/Committee Members: Olenchak, F. Richard (advisor), Liberman, David (committee member), Gaa, John P. (committee member).
Subjects/Keywords: Montessori; Parental involvement; School choice; Educational psychology
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Momin, H. (2012). Why Montessori: A Parent's Perspective. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/661
Chicago Manual of Style (16th Edition):
Momin, Heena. “Why Montessori: A Parent's Perspective.” 2012. Masters Thesis, University of Houston. Accessed January 24, 2021.
http://hdl.handle.net/10657/661.
MLA Handbook (7th Edition):
Momin, Heena. “Why Montessori: A Parent's Perspective.” 2012. Web. 24 Jan 2021.
Vancouver:
Momin H. Why Montessori: A Parent's Perspective. [Internet] [Masters thesis]. University of Houston; 2012. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/10657/661.
Council of Science Editors:
Momin H. Why Montessori: A Parent's Perspective. [Masters Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/661
Boston College
21.
Turhan, Bertan.
Essays in Market Design.
Degree: PhD, Economics, 2015, Boston College
URL: http://dlib.bc.edu/islandora/object/bc-ir:104491
► This dissertation consists of two chapters. The first chapter: Dynamic reserves in matching markets with contracts. In this paper we study a matching problem where…
(more)
▼ This dissertation consists of two chapters. The first
chapter: Dynamic reserves in matching markets with contracts. In
this paper we study a matching problem where agents care not only
about the institution they are assigned to but also about the
contractual terms of their assignment so that they have preferences
over institution-contractual term pairs. Each institution has a
target distribution of its slots reserved for different contractual
terms. If there is less demand for some groups of slots, then the
institution is given opportunity to redistribute unassigned slots
over other groups. The
choice function we construct takes the
capacity of each group of seats to be a function of number of
vacant seats of groups considered earlier. We advocate the use of a
cumulative offer mechanism (COM) with overall
choice functions
designed for institutions that allow capacity transfer across
different groups of seats as an allocation rule. In applications
such as engineering
school admissions in India, cadet-branch
matching problems at the USMA and ROTC where students are ranked
according to test scores (and for each group of seats,
corresponding
choice functions are induced by them), we show that
the COM with a monotonic capacity transfer scheme produces stable
outcomes, is strategy proof, and respect improvements in test
scores. Allowing capacity redistribution increases efficiency. The
outcome of the COM with monotone capacity transfer scheme Pareto
dominates the outcome of the COM with no capacity transfer. The
second chapter: On relationships between substitutes conditions. In
the matching with contracts literature, three well-known conditions
on
choice functions (from stronger to weaker)- substitutability,
unilateral substitutability (US) and bilateral substitutability
(BS) have proven to be critical. This paper aims to deepen our
understanding of them by separately axiomatizing the gap between
the BS and the other two. We first introduce a new “doctor
separability” (DS) condition and show that BS, DS and irrelevance
of rejected contracts (IRC) are equivalent to IRC and US. Due to
Hatfield and Kojima (2010) and Aygün and Sönmez (2012), it is known
that US, “Pareto separability” (PS), and IRC are equivalent to
substitutability and IRC. This, along with our result, implies that
BS, DS, PS, and IRC are equivalent to substitutability and IRC. All
of these results are given without IRC whenever hospital choices
are induced from preferences.
Advisors/Committee Members: Utku Unver (Thesis advisor).
Subjects/Keywords: Matching with Contracts; School Choice; Substitutes
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Turhan, B. (2015). Essays in Market Design. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:104491
Chicago Manual of Style (16th Edition):
Turhan, Bertan. “Essays in Market Design.” 2015. Doctoral Dissertation, Boston College. Accessed January 24, 2021.
http://dlib.bc.edu/islandora/object/bc-ir:104491.
MLA Handbook (7th Edition):
Turhan, Bertan. “Essays in Market Design.” 2015. Web. 24 Jan 2021.
Vancouver:
Turhan B. Essays in Market Design. [Internet] [Doctoral dissertation]. Boston College; 2015. [cited 2021 Jan 24].
Available from: http://dlib.bc.edu/islandora/object/bc-ir:104491.
Council of Science Editors:
Turhan B. Essays in Market Design. [Doctoral Dissertation]. Boston College; 2015. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104491
University of Manitoba
22.
Sjoberg, Dianne L.
An exploration of student choice making regarding arts options in grade seven.
Degree: Curriculum, Teaching and Learning, 2012, University of Manitoba
URL: http://hdl.handle.net/1993/5034
► The purpose of this study was to determine how and why students in grade six, in a suburban school division in Manitoba, make decisions regarding…
(more)
▼ The purpose of this study was to determine how and why students in grade six, in a suburban
school division in Manitoba, make decisions regarding optional arts course choices for their grade seven year and their perceptions on these courses for grade seven. There was a particular focus on
choice related to music courses. The researcher conducted interviews with students in grade seven who chose music as an option, students in grade seven who did not choose music as an option, and conducted focus group conversations with elementary music educators and middle years‟ music educators. The data indicated that the
choice was difficult, that students felt that they should not have to choose and that, with parental support, students chose the option that expressed their passion.
Advisors/Committee Members: Morin, Francine (Curriculum, Teaching & Learning) (supervisor), Babiuk, Gary (Curriculum, Teaching & Learning) Lutfiyya, Zana (Educational Administration, foundations & Psychology) (examiningcommittee).
Subjects/Keywords: adolescents; choice; school; options; music; art; drama
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Sjoberg, D. L. (2012). An exploration of student choice making regarding arts options in grade seven. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/5034
Chicago Manual of Style (16th Edition):
Sjoberg, Dianne L. “An exploration of student choice making regarding arts options in grade seven.” 2012. Masters Thesis, University of Manitoba. Accessed January 24, 2021.
http://hdl.handle.net/1993/5034.
MLA Handbook (7th Edition):
Sjoberg, Dianne L. “An exploration of student choice making regarding arts options in grade seven.” 2012. Web. 24 Jan 2021.
Vancouver:
Sjoberg DL. An exploration of student choice making regarding arts options in grade seven. [Internet] [Masters thesis]. University of Manitoba; 2012. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/1993/5034.
Council of Science Editors:
Sjoberg DL. An exploration of student choice making regarding arts options in grade seven. [Masters Thesis]. University of Manitoba; 2012. Available from: http://hdl.handle.net/1993/5034
23.
Thompson, Kristine Anne.
Satisficing: A Decision-Making Strategy For School Choice.
Degree: PhD, Educational Leadership, 2011, University of North Dakota
URL: https://commons.und.edu/theses/1196
► The purpose of this study was to investigate parent decision-making regarding school choice. Data were collected through a survey on how parents approached the…
(more)
▼ The purpose of this study was to investigate parent decision-making regarding
school choice. Data were collected through a survey on how parents approached the decision making task of choosing a
school for their child. Parents of kindergarten and first grade students in one public
school district in Minnesota and five private schools in surrounding communities were invited to participate.
Four bodies of literature provide the theoretical basis of the study. They are education reform;
school choice in Minnesota; factors parents consider when choosing schools; and decision-making theory.
Satisficing, a concept drawn from Herbert Simon's (1955, 1956) theory of bounded rationality became a key variable in the study. The Maximization Scale short (Nenkov, Morrin, Ward, Schwartz, & Hulland, 2008) was used to identify individuals who maximize, or continually look for the absolute best options in decision-making. Satisficers, in contrast, accept the first best option.
The first research question addressed the relationship between the decision-making process parents use to select a
school for their children, and the
choice they make regarding the
school in which they enroll their student(s). Chi-square analysis found a significant difference (X2 = 11.182, df = 4, p < .02) between maximizers and satisficers in regard to the number of schools parents considered before choosing a
school. However, there was no significant difference between maximizers and satisficers in the rates at which they enroll their children in schools outside of neighborhood schools. While maximizers considered more
school options, these considerations did not translate into leaving the neighborhood
school.
The second research question examined whether or not there was a difference between parents of first grade students classified as satisficers and those classified as maximizers when asked how satisfied they were with their children's kindergarten. The Chi Square analysis found no statistically significant difference; the satisfaction rates were similar for both maximizers and satisficers. Ninety-one percent (n = 40) of first grade students attended the same
school for first grade as they did for kindergarten.
Advisors/Committee Members: Sherryl Houdek.
Subjects/Keywords: maximzation scale; Minnesota; satisficing; school choice; Education
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Thompson, K. A. (2011). Satisficing: A Decision-Making Strategy For School Choice. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1196
Chicago Manual of Style (16th Edition):
Thompson, Kristine Anne. “Satisficing: A Decision-Making Strategy For School Choice.” 2011. Doctoral Dissertation, University of North Dakota. Accessed January 24, 2021.
https://commons.und.edu/theses/1196.
MLA Handbook (7th Edition):
Thompson, Kristine Anne. “Satisficing: A Decision-Making Strategy For School Choice.” 2011. Web. 24 Jan 2021.
Vancouver:
Thompson KA. Satisficing: A Decision-Making Strategy For School Choice. [Internet] [Doctoral dissertation]. University of North Dakota; 2011. [cited 2021 Jan 24].
Available from: https://commons.und.edu/theses/1196.
Council of Science Editors:
Thompson KA. Satisficing: A Decision-Making Strategy For School Choice. [Doctoral Dissertation]. University of North Dakota; 2011. Available from: https://commons.und.edu/theses/1196
George Mason University
24.
Kasic, Allison.
The Political Economy of D.C. School Choice: An Institutional Analysis of the Washington D.C. Opportunity Scholarship Program
.
Degree: 2011, George Mason University
URL: http://hdl.handle.net/1920/6379
► Economic theory gives us many reasons to think that school choice programs would address several problems plaguing our nation‘s public school system. This thesis examines…
(more)
▼ Economic theory gives us many reasons to think that
school choice programs
would address several problems plaguing our nation‘s public
school system. This thesis
examines one attempt to implement that theory, Washington, D.C.‘s Opportunity
Scholarship Program (OSP), to see how the positive predictions of
school choice theory
play out or do not play out in practice. The economic case for
school choice rests on three
related factors: knowledge, incentives, and competition.
School choice should allow for
better
school-child matches than geographically-assigned government-run public schools,
as parents are able to act on the intimate knowledge they have of their child‘s educational
needs.
School choice should also incentivize parents to be more informed educational
consumers and incentivize schools to improve their services in an effort to attract or
retain voucher students. This would lead to a more competitive educational market, ripe
with innovation and, ultimately, improved student performance.
OSP was successful in some of these areas and not in others. Evidence from OSP
suggests that at least some students benefited as a result of participating in the program,
either by improved standardized test scores in reading and/or by higher graduation rates.
There is no evidence that any participants were worse off for having participated in the
program. Further, most participants were highly satisfied with their experience in the
program on a wide variety of margins including safety and
school quality. The program
was less successful in sparking widespread competition amongst schools, though some
public and private
school principals did report making changes in hopes of either
retaining or attracting OSP students.
The program features and institutional constraints of OSP were key in shaping
these outcomes. The wide range of options available to OSP students allowed for the
increased possibility of finding good
school-child matches, though this was harder to
achieve at the high
school level where fewer options were available. Also key to finding
good
school-child matches was the wide range of information available to parents,
including formal guides to personal connections. Evidence suggests that parents acted as
informed consumers, examining substantive
school qualities over superficial attributes,
when choosing a
school. They also improved as educational consumers over time, as
school choice provided the incentive for them to be more involved in the educational
process. A key factor in OSP‘s inability to affect system-wide change in D.C. schools is
likely the program‘s funding structure, which did not provide a financial punishment for
public schools that lost students to OSP. If policymakers wish to improve the
performance of
school choice programs in the future, it is these program features that
they should address.
Advisors/Committee Members: Coyne, Christopher J (advisor).
Subjects/Keywords: Education;
Education Reform;
School Choice;
Vouchers
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Kasic, A. (2011). The Political Economy of D.C. School Choice: An Institutional Analysis of the Washington D.C. Opportunity Scholarship Program
. (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/6379
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Kasic, Allison. “The Political Economy of D.C. School Choice: An Institutional Analysis of the Washington D.C. Opportunity Scholarship Program
.” 2011. Thesis, George Mason University. Accessed January 24, 2021.
http://hdl.handle.net/1920/6379.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Kasic, Allison. “The Political Economy of D.C. School Choice: An Institutional Analysis of the Washington D.C. Opportunity Scholarship Program
.” 2011. Web. 24 Jan 2021.
Vancouver:
Kasic A. The Political Economy of D.C. School Choice: An Institutional Analysis of the Washington D.C. Opportunity Scholarship Program
. [Internet] [Thesis]. George Mason University; 2011. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/1920/6379.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Kasic A. The Political Economy of D.C. School Choice: An Institutional Analysis of the Washington D.C. Opportunity Scholarship Program
. [Thesis]. George Mason University; 2011. Available from: http://hdl.handle.net/1920/6379
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
25.
Segovia Bonet, Jorge.
Why Parents Choose Non-Denominational Private Schools for Their Children: Preferences In International Settings.
Degree: 2019, Florida Atlantic University
URL: http://purl.flvc.org/fau/fd/FA00013260
► Summary: This study offers a better understanding of the reasons why parents from six different countries across the Western hemisphere chose private, non-denominational schools for…
(more)
▼ Summary: This study offers a better understanding of the reasons why parents from six different countries across the Western hemisphere chose private, non-denominational schools for their children’s education. The findings deepen the knowledge in what is currently an underdeveloped field of research in education. The overarching research question was: What are the primary reasons why parents chose a private nondenominational school in Mexico, Spain, Costa Rica, United States, United Kingdom, and South Africa for their children’s education? To explore this question in depth, the researcher considered five sub-questions and employed a grounded theory qualitative research design. Data were collected twofold through focus groups and individual interviews and analyzed iteratively to develop a fresh theoretical perspective on the topic of parent school choice. Extant literature explains that the most frequent reasons to choose a private school include quality of education, location, participation of parents and being able to be heard, financial resources, and parents’ prior educational experiences. Contributing to the literature, this study revealed four major reasons for private school selection: consideration of private education as an investment for the future, smaller class size, the opportunity for students and their families to establish social contacts, and the academic quality of the school. In addition, three reasons specific to certain countries were identified: importance of learning the English language, quality of the facilities, and extended school day. Finally, eight additional secondary reasons were found including: international character of the school, happiness of the students in the school, distance from parents’ home, quality of the environment, prestige or tradition of the school, private management and organization, values and ethos of the school, and the non-denominational nature of the school. These findings can help private—and public—school administrators make better decisions to improve the quality of their educational offerings in knowing what parents most value. Parents may also find value in understanding the factors for consideration when evaluating public versus private school options. Finally, recommendations for practice and research for the field of education are offered.
2019
Degree granted: Dissertation (Ph.D.) – Florida Atlantic University, 2019.
Collection: FAU
Advisors/Committee Members: Reyes-Guerra, Daniel (Thesis advisor), Florida Atlantic University (Degree grantor), College of Education, Department of Educational Leadership and Research Methodology.
Subjects/Keywords: Private schools; Parents; School choice; International
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Segovia Bonet, J. (2019). Why Parents Choose Non-Denominational Private Schools for Their Children: Preferences In International Settings. (Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00013260
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Segovia Bonet, Jorge. “Why Parents Choose Non-Denominational Private Schools for Their Children: Preferences In International Settings.” 2019. Thesis, Florida Atlantic University. Accessed January 24, 2021.
http://purl.flvc.org/fau/fd/FA00013260.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Segovia Bonet, Jorge. “Why Parents Choose Non-Denominational Private Schools for Their Children: Preferences In International Settings.” 2019. Web. 24 Jan 2021.
Vancouver:
Segovia Bonet J. Why Parents Choose Non-Denominational Private Schools for Their Children: Preferences In International Settings. [Internet] [Thesis]. Florida Atlantic University; 2019. [cited 2021 Jan 24].
Available from: http://purl.flvc.org/fau/fd/FA00013260.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Segovia Bonet J. Why Parents Choose Non-Denominational Private Schools for Their Children: Preferences In International Settings. [Thesis]. Florida Atlantic University; 2019. Available from: http://purl.flvc.org/fau/fd/FA00013260
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Technology, Sydney
26.
Aitchison, CR.
Mothers and school choice : effects on the home front.
Degree: 2006, University of Technology, Sydney
URL: http://hdl.handle.net/10453/20058
► There have been substantial changes in the way that families interact with schooling at the point of school choice. These shifts have been brought about…
(more)
▼ There have been substantial changes in the way that families interact with schooling at
the point of school choice. These shifts have been brought about by market orientated
educational policy changes, and by altered forms and experiences of ‘family’. This
study explores this changed dynamic by researching how a group of mothers in one
urban setting engaged in school choice over a period of fourteen months.
The research set out to investigate the processes, behaviours and influences that mothers
took to the task of choosing secondary schooling for their children. In particular it
aimed to explore the personal, familial, cultural and social dimensions of this
engagement.
These objectives were pursued using feminist and phenomenological frames because
these theoretical approaches allowed for a gendered and contextualised analysis of
experience. Data was gathered longitudinally through return interviews with 20 women
from one socially and culturally diverse local government area in Sydney, Australia.
The analysis of data is informed by perspectives on markets and consumerism from the
field of cultural studies. Bourdieu’s concepts of ‘capital’, ‘habitus’ and ‘field’ were also
used along with the feminist concepts of ‘emotional labour’ and ‘emotional capital’ to
analyse the way that neoliberal market orientated educational policies impacted on this
group of middle Australians.
This research shows that the Australian experience of school choice is an emotionally
rich, highly context-specific, complex, gendered and cooperative process that contests
the prevailing public rhetoric about the operations of markets and of choice. School
choice, while not always welcomed by this group of middle Australians, is an overtly
gendered activity mostly overseen and undertaken by mothers in gender-specific ways.
For these women school choice was an activity that demanded considerable physical
and emotional labouring adding significantly to mothers’ work in support of their
children’s education. Further, the research showed how within this new marketised
context, the family became the site for the contestation of taste via the negotiation of
differing economic, social, cultural and emotional capitals vis a vis the structural
imperatives imposed by the market. It showed that for these women and their families
in this location, at this time, the promise of ‘choice’ was a hollow promise indeed.
Subjects/Keywords: School choice.; Feminism.
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Aitchison, C. (2006). Mothers and school choice : effects on the home front. (Thesis). University of Technology, Sydney. Retrieved from http://hdl.handle.net/10453/20058
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Aitchison, CR. “Mothers and school choice : effects on the home front.” 2006. Thesis, University of Technology, Sydney. Accessed January 24, 2021.
http://hdl.handle.net/10453/20058.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Aitchison, CR. “Mothers and school choice : effects on the home front.” 2006. Web. 24 Jan 2021.
Vancouver:
Aitchison C. Mothers and school choice : effects on the home front. [Internet] [Thesis]. University of Technology, Sydney; 2006. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/10453/20058.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Aitchison C. Mothers and school choice : effects on the home front. [Thesis]. University of Technology, Sydney; 2006. Available from: http://hdl.handle.net/10453/20058
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
27.
Pavlik, Kaylin.
A Model to Predict Matriculation of Concordia College Applicants.
Degree: 2017, North Dakota State University
URL: http://hdl.handle.net/10365/28463
► Colleges and universities are under mounting pressure to meet enrollment goals in the face of declining college attendance. Insight into student-level probability of enrollment, as…
(more)
▼ Colleges and universities are under mounting pressure to meet enrollment goals in the face of declining college attendance. Insight into student-level probability of enrollment, as well as the identification of features relevant in student enrollment decisions, would assist in the allocation of marketing and recruitment resources and the development of future yield programs. A logistic regression model was fit to predict which applicants will ultimately matriculate (enroll) at Concordia College. Demographic, geodemographic and behavioral features were used to build a logistic regression model to assign probability of enrollment to each applicant. Behaviors indicating interest (campus visits, submitting a deposit) and residing in a zip code with high alumni density were found to be strong predictors of matriculation. The model was fit to minimize false negative rate, which was limited to 18.1 percent, compared to 50-60 percent reported by comparable studies. Overall, the model was 80.13 percent accurate.
Subjects/Keywords: College choice; Logistic regression analysis; School enrollment
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Pavlik, K. (2017). A Model to Predict Matriculation of Concordia College Applicants. (Thesis). North Dakota State University. Retrieved from http://hdl.handle.net/10365/28463
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Pavlik, Kaylin. “A Model to Predict Matriculation of Concordia College Applicants.” 2017. Thesis, North Dakota State University. Accessed January 24, 2021.
http://hdl.handle.net/10365/28463.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Pavlik, Kaylin. “A Model to Predict Matriculation of Concordia College Applicants.” 2017. Web. 24 Jan 2021.
Vancouver:
Pavlik K. A Model to Predict Matriculation of Concordia College Applicants. [Internet] [Thesis]. North Dakota State University; 2017. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/10365/28463.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Pavlik K. A Model to Predict Matriculation of Concordia College Applicants. [Thesis]. North Dakota State University; 2017. Available from: http://hdl.handle.net/10365/28463
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Arkansas
28.
Sude, Yujie.
Participation Patterns in Private School Choice Programs in the U.S.: States, Schools, Students.
Degree: PhD, 2018, University of Arkansas
URL: https://scholarworks.uark.edu/etd/2887
► Private choice programs provide government resources to qualified families to enable them to enroll their children in private schools of their choosing. “Gold standard”…
(more)
▼ Private
choice programs provide government resources to qualified families to enable them to enroll their children in private schools of their choosing. “Gold standard” experimental studies have found overall mixed impacts of voucher programs, one form of private
school choice arrangements, on student academic achievement. Yet, these results face external validity challenges, as both states, schools, and students can choose to participate in private
choice programs, generating selection issues.
This dissertation focuses on the decision-making of states, schools, and students in participating in private
school choice programs. The first study estimates the effect of state-level social factors on private
school choice program adoption and expansion. Results indicate that political factors dominate predictions of policy adoption, and once enacted the program expansions tend to be driven by educational needs within states rather than their political environment. Also, individual tax-credits/deduction policies show a different logit in terms of program adoption and expansion than other types of private
school choice programs.
The second paper examines private
school participation patterns in voucher programs in DC, Indiana, and Louisiana for 2014-15
school year. Results reveal that higher tuition levels and larger cohort enrollments, conditions normally associated with high quality schools, help identify schools that are less likely to participate in voucher programs. Further, private schools in D.C. and Louisiana, the two states that have higher regulatory burdens, are less likely to participate in their voucher programs compared to private schools in less-regulated Indiana.
The last paper focuses on student participation patterns in the Louisiana Scholarship Program (LSP). Specifically, we investigate if there is any systematic pattern regarding program attrition. Little evidence is found that more disadvantaged students, economically and academically, are “cream skimmed” into or “pushed out” of the voucher program. Students with lower baseline test scores, however, do tend to face a greater risk of leaving the LSP, as do students who were assigned private schools farther from home and schools that serve larger minority populations. Results indicate that in the LSP, students’ self-selections into and out of the program are driven more by the program design rather than by their personal demographics.
Advisors/Committee Members: Patrick J. Wolf, Gema Zamarro Rodriguez, Robert A. Maranto.
Subjects/Keywords: Education Policy; School Choice; Education Policy
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Sude, Y. (2018). Participation Patterns in Private School Choice Programs in the U.S.: States, Schools, Students. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2887
Chicago Manual of Style (16th Edition):
Sude, Yujie. “Participation Patterns in Private School Choice Programs in the U.S.: States, Schools, Students.” 2018. Doctoral Dissertation, University of Arkansas. Accessed January 24, 2021.
https://scholarworks.uark.edu/etd/2887.
MLA Handbook (7th Edition):
Sude, Yujie. “Participation Patterns in Private School Choice Programs in the U.S.: States, Schools, Students.” 2018. Web. 24 Jan 2021.
Vancouver:
Sude Y. Participation Patterns in Private School Choice Programs in the U.S.: States, Schools, Students. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2021 Jan 24].
Available from: https://scholarworks.uark.edu/etd/2887.
Council of Science Editors:
Sude Y. Participation Patterns in Private School Choice Programs in the U.S.: States, Schools, Students. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2887
29.
Montaño, Elizabeth.
Becoming Unionized in a Charter School: How Charter School Teachers Navigate the Culture of Choice.
Degree: Doctorate in Education, Education, 2012, Loyola Marymount University
URL: https://digitalcommons.lmu.edu/etd/237
► 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…
(more)
▼ 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.
Advisors/Committee Members: Marta Baltodano, Ph.D., Mary K. McCullough, Ph.D., Catherine L. Belcher, Ph.D..
Subjects/Keywords: charter schools; school choice; teacher unions; Education
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Montaño, E. (2012). Becoming Unionized in a Charter School: How Charter School Teachers Navigate the Culture of Choice. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/237
Chicago Manual of Style (16th Edition):
Montaño, Elizabeth. “Becoming Unionized in a Charter School: How Charter School Teachers Navigate the Culture of Choice.” 2012. Doctoral Dissertation, Loyola Marymount University. Accessed January 24, 2021.
https://digitalcommons.lmu.edu/etd/237.
MLA Handbook (7th Edition):
Montaño, Elizabeth. “Becoming Unionized in a Charter School: How Charter School Teachers Navigate the Culture of Choice.” 2012. Web. 24 Jan 2021.
Vancouver:
Montaño E. Becoming Unionized in a Charter School: How Charter School Teachers Navigate the Culture of Choice. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2012. [cited 2021 Jan 24].
Available from: https://digitalcommons.lmu.edu/etd/237.
Council of Science Editors:
Montaño E. Becoming Unionized in a Charter School: How Charter School Teachers Navigate the Culture of Choice. [Doctoral Dissertation]. Loyola Marymount University; 2012. Available from: https://digitalcommons.lmu.edu/etd/237
30.
Cardona, Guadalupe.
Achievement Gap: changing the educational system into a business model to improve accountability and student success.
Degree: M.P.A., Public Administration, 2020, California State University – Northridge
URL: http://hdl.handle.net/10211.3/214828
► This research aims to examine the widening of the achievement gap through school choice. The public education system is a complex multi-tiered system whereby each…
(more)
▼ This research aims to examine the widening of the achievement gap through
school choice. The public education system is a complex multi-tiered system whereby each state adheres to federal law, yet the state is the primary entity responsible for the maintenance and operation of public schools in each city and
school district. Each state creates its own educational curricula. Some educational reform structures such as accountability standards, behavior modifications, incentives, and performance rubric implementation within new and expanding
school districts may be adding to the widening achievement gap.
School leadership, or more particularly
school principals, are accountable for implementing and overseeing effective student support systems. Ultimately, principals, as chief officers of their schools bear the responsibility of ensuring educational administration evolves with the times. Effective principals support student and teacher needs, while also providing
school choice to parents.
Advisors/Committee Members: Valiquette L'Heureux, Anais (advisor), Roy, Ravi (committee member).
Subjects/Keywords: School Choice; Dissertations, Academic – CSUN – Public Administration.
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Cardona, G. (2020). Achievement Gap: changing the educational system into a business model to improve accountability and student success. (Masters Thesis). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.3/214828
Chicago Manual of Style (16th Edition):
Cardona, Guadalupe. “Achievement Gap: changing the educational system into a business model to improve accountability and student success.” 2020. Masters Thesis, California State University – Northridge. Accessed January 24, 2021.
http://hdl.handle.net/10211.3/214828.
MLA Handbook (7th Edition):
Cardona, Guadalupe. “Achievement Gap: changing the educational system into a business model to improve accountability and student success.” 2020. Web. 24 Jan 2021.
Vancouver:
Cardona G. Achievement Gap: changing the educational system into a business model to improve accountability and student success. [Internet] [Masters thesis]. California State University – Northridge; 2020. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/10211.3/214828.
Council of Science Editors:
Cardona G. Achievement Gap: changing the educational system into a business model to improve accountability and student success. [Masters Thesis]. California State University – Northridge; 2020. Available from: http://hdl.handle.net/10211.3/214828
◁ [1] [2] [3] [4] [5] … [19] ▶
. 
Open Access Theses and Dissertations
