Pub Date : 2022-01-02DOI: 10.1080/15582159.2022.2030457
R. Maranto
The American-led coalition had countless experts with backgrounds pertaining to every part of the mission on their side: people who had done their dissertations on topics like state building, terrorism, military-civilian relations, and gender in the military . . . The failure in Afghanistan was mind-boggling. Perhaps never in the history of warfare had there been such a resource disparity between two sides, and the US-backed government couldn’t even last through the end of the American withdrawal.
{"title":"Bureaucracies are Losing: What Does that Mean for Schooling?","authors":"R. Maranto","doi":"10.1080/15582159.2022.2030457","DOIUrl":"https://doi.org/10.1080/15582159.2022.2030457","url":null,"abstract":"The American-led coalition had countless experts with backgrounds pertaining to every part of the mission on their side: people who had done their dissertations on topics like state building, terrorism, military-civilian relations, and gender in the military . . . The failure in Afghanistan was mind-boggling. Perhaps never in the history of warfare had there been such a resource disparity between two sides, and the US-backed government couldn’t even last through the end of the American withdrawal.","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"16 1","pages":"1 - 7"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47687758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/15582159.2022.2030456
T. Agasisti, Rodrigo Queiroz e Melo, R. Maranto
{"title":"JOURNAL OF SCHOOL CHOICE SPECIAL ISSUE: School Choice in Europe","authors":"T. Agasisti, Rodrigo Queiroz e Melo, R. Maranto","doi":"10.1080/15582159.2022.2030456","DOIUrl":"https://doi.org/10.1080/15582159.2022.2030456","url":null,"abstract":"","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"16 1","pages":"8 - 10"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46767849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/15582159.2022.2029809
Carrie Eben
{"title":"Review of Deep in Thought: A Practical Guide to Teaching for Intellectual Virtues","authors":"Carrie Eben","doi":"10.1080/15582159.2022.2029809","DOIUrl":"https://doi.org/10.1080/15582159.2022.2029809","url":null,"abstract":"","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"16 1","pages":"185 - 187"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42288875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-21DOI: 10.1080/15582159.2021.2018785
K. Lyubitskaya, K. Polivanova
ABSTRACT Previous studies of homeschooling focus primarily on two areas: the demographic characteristics and socio-economic status of homeschoolers and the achievements of homeschooled children. Recently, however, the angle of research has shifted to the emotional and social results and emerging problems of homeschooling. Our paper presents the first attempt to investigate the reasons families in Russia choose homeschooling in the context of the historical changes that took place in the Russian education system in regard to the reasons families in Europe and the US choose homeschooling. In addition, this paper identifies the barriers homeschool families in Russia face and ways to overcome them. The study is based on survey data (N = 151) and interviews (N = 33) of parents in Russia. Our results indicate that parents struggle to define their role(s) in their relationships with their children during homeschooling while also encountering a lack of support and the misunderstanding of other family members. In addition to these difficulties, we identified organizational problems, including the transition to homeschooling, the lack of parental pedagogical competence, and the lack of special methods of individual education. A distinctive feature of Russian homeschooling, moreover, is that it remains parent-friendly, allowing the family to choose and organize the form of education for their children, and is developing rapidly while existing being in an institutional environment controlled by the state, with the legacy of the Soviet educational system.
{"title":"Parental Engagement: Why Parents in Russia Choose Homeschooling and What Problems They Have to Solve","authors":"K. Lyubitskaya, K. Polivanova","doi":"10.1080/15582159.2021.2018785","DOIUrl":"https://doi.org/10.1080/15582159.2021.2018785","url":null,"abstract":"ABSTRACT Previous studies of homeschooling focus primarily on two areas: the demographic characteristics and socio-economic status of homeschoolers and the achievements of homeschooled children. Recently, however, the angle of research has shifted to the emotional and social results and emerging problems of homeschooling. Our paper presents the first attempt to investigate the reasons families in Russia choose homeschooling in the context of the historical changes that took place in the Russian education system in regard to the reasons families in Europe and the US choose homeschooling. In addition, this paper identifies the barriers homeschool families in Russia face and ways to overcome them. The study is based on survey data (N = 151) and interviews (N = 33) of parents in Russia. Our results indicate that parents struggle to define their role(s) in their relationships with their children during homeschooling while also encountering a lack of support and the misunderstanding of other family members. In addition to these difficulties, we identified organizational problems, including the transition to homeschooling, the lack of parental pedagogical competence, and the lack of special methods of individual education. A distinctive feature of Russian homeschooling, moreover, is that it remains parent-friendly, allowing the family to choose and organize the form of education for their children, and is developing rapidly while existing being in an institutional environment controlled by the state, with the legacy of the Soviet educational system.","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"16 1","pages":"191 - 209"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49577553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-13DOI: 10.1080/15582159.2021.2015552
C. Brabant
ABSTRACT In Quebec (Canada), a new normative framework and the COVID-19 pandemic have precipitated the hiring, by the ministry of education, of at least a hundred new resource persons to monitor home education. According to international writings, these professionals are at the crossroads of normative, political, and educational conflicts. Our literature review reveals that these resource persons might solve such conflicts by adopting some of ten typical intervention strategies: mutual understanding, tolerance of disagreement, search for the child’s interest, creativity, competency development, negligence, abuse of power, protection of their professionality, incontestability, and distrust. A questionnaire was constructed on the basis of this typology, aimed at supporting the study of their interactions with families.
{"title":"The Intervention Strategies of Resource Persons Monitoring Home Education: A Typology and A Questionnaire","authors":"C. Brabant","doi":"10.1080/15582159.2021.2015552","DOIUrl":"https://doi.org/10.1080/15582159.2021.2015552","url":null,"abstract":"ABSTRACT In Quebec (Canada), a new normative framework and the COVID-19 pandemic have precipitated the hiring, by the ministry of education, of at least a hundred new resource persons to monitor home education. According to international writings, these professionals are at the crossroads of normative, political, and educational conflicts. Our literature review reveals that these resource persons might solve such conflicts by adopting some of ten typical intervention strategies: mutual understanding, tolerance of disagreement, search for the child’s interest, creativity, competency development, negligence, abuse of power, protection of their professionality, incontestability, and distrust. A questionnaire was constructed on the basis of this typology, aimed at supporting the study of their interactions with families.","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"16 1","pages":"306 - 331"},"PeriodicalIF":0.0,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47753206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-13DOI: 10.1080/15582159.2021.2012391
R. Maranto, M. Shakeel
ABSTRACT In the prior article, White and Huangoffer the most developed work extant categorizing charter school foci, to encourage further research regarding charter school effectiveness. In this research note, we test whether having a focus affects school survival and growth. Recognizing Arizona as an early adapter of charter schooling, we analyze whether the reported founding missions (foci) of the state’s first two charter cohorts opening in 1995–96 (n = 54) affected long-term survival and growth. We found charter schools with defined missions were more likely to survive and to grow more quickly, with findings attaining statistical significance despite the small n of cases.
{"title":"Does Charter School Mission Affect Survival and Growth? An Addendum to White and Huang’s Census of Charter School Foci and Models 1","authors":"R. Maranto, M. Shakeel","doi":"10.1080/15582159.2021.2012391","DOIUrl":"https://doi.org/10.1080/15582159.2021.2012391","url":null,"abstract":"ABSTRACT In the prior article, White and Huangoffer the most developed work extant categorizing charter school foci, to encourage further research regarding charter school effectiveness. In this research note, we test whether having a focus affects school survival and growth. Recognizing Arizona as an early adapter of charter schooling, we analyze whether the reported founding missions (foci) of the state’s first two charter cohorts opening in 1995–96 (n = 54) affected long-term survival and growth. We found charter schools with defined missions were more likely to survive and to grow more quickly, with findings attaining statistical significance despite the small n of cases.","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"16 1","pages":"43 - 48"},"PeriodicalIF":0.0,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48126470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-07DOI: 10.1080/15582159.2021.1995692
Jamison White, Lifei Huang
ABSTRACT We seek to build a framework with which researchers can track the trends in charter school specialization and parents can better understand their options. This report examines the entire charter school population operating in the 2018–19 school year and calculates the rate of specialization among charter schools based on key terms found on their websites and marketing materials. For the purposes of this paper, we defined a “focus” as a deliberate form of specialization. We categorized charter schools’ foci into three categories. Schools with a “curricular focus,” utilize a specialized core curriculum beyond the standard history, science, ELA, and math. Schools with a “pedagogical focus,” utilize a specialized method of teaching. Lastly, schools with a “student body focus,” serve a nonstandard student body. Within these three categories of foci, we identified nine unique curricular foci, eleven pedagogical foci, and five student body foci. Because many schools have multiple foci across the three categories, we considered the complete combination of a school’s specialized foci to be their “model.” We found a total of 68 specialized models. In total, roughly two thirds of all charter schools use a specialized model of some sort. The top specialized models were single-focus models: “Personalized Learning” (389), “High Expectations” (370), “STEM” (368), “Classical” (257), and “Art” (223). We provide a comprehensive list of all school models, their definitions, and other relevant information in this report.
{"title":"A Census of All Specialized Charter School Foci and Models","authors":"Jamison White, Lifei Huang","doi":"10.1080/15582159.2021.1995692","DOIUrl":"https://doi.org/10.1080/15582159.2021.1995692","url":null,"abstract":"ABSTRACT We seek to build a framework with which researchers can track the trends in charter school specialization and parents can better understand their options. This report examines the entire charter school population operating in the 2018–19 school year and calculates the rate of specialization among charter schools based on key terms found on their websites and marketing materials. For the purposes of this paper, we defined a “focus” as a deliberate form of specialization. We categorized charter schools’ foci into three categories. Schools with a “curricular focus,” utilize a specialized core curriculum beyond the standard history, science, ELA, and math. Schools with a “pedagogical focus,” utilize a specialized method of teaching. Lastly, schools with a “student body focus,” serve a nonstandard student body. Within these three categories of foci, we identified nine unique curricular foci, eleven pedagogical foci, and five student body foci. Because many schools have multiple foci across the three categories, we considered the complete combination of a school’s specialized foci to be their “model.” We found a total of 68 specialized models. In total, roughly two thirds of all charter schools use a specialized model of some sort. The top specialized models were single-focus models: “Personalized Learning” (389), “High Expectations” (370), “STEM” (368), “Classical” (257), and “Art” (223). We provide a comprehensive list of all school models, their definitions, and other relevant information in this report.","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"16 1","pages":"11 - 42"},"PeriodicalIF":0.0,"publicationDate":"2021-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47217249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.1080/15582159.2021.1994278
Ghazi Alrasheedi, Farah Almutawa
ABSTRACT In 2003, Qatar launched the initiative for Developing Education, called Education for New Era Reform, based on four principles: independence, accountability, diversity, and choice. Public schools were therefore converted to “Independent Schools” and provided with more resources. We examined the reform’s effectiveness using an interpretive paradigm, employing mixed qualitative methods, and interviewing 28 principals and deputy principals. The results show that the reform gained the most support from top politicians, thus leading to rapid implementation, which led to the schools’ workforce inefficiency in adapting to these changes. Consequently, those responsible for the implementation retreated and diverted from school independence.
{"title":"The Nature of School-Based Management in Independent Schools in the State of Qatar: An Analytical Study","authors":"Ghazi Alrasheedi, Farah Almutawa","doi":"10.1080/15582159.2021.1994278","DOIUrl":"https://doi.org/10.1080/15582159.2021.1994278","url":null,"abstract":"ABSTRACT In 2003, Qatar launched the initiative for Developing Education, called Education for New Era Reform, based on four principles: independence, accountability, diversity, and choice. Public schools were therefore converted to “Independent Schools” and provided with more resources. We examined the reform’s effectiveness using an interpretive paradigm, employing mixed qualitative methods, and interviewing 28 principals and deputy principals. The results show that the reform gained the most support from top politicians, thus leading to rapid implementation, which led to the schools’ workforce inefficiency in adapting to these changes. Consequently, those responsible for the implementation retreated and diverted from school independence.","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"16 1","pages":"235 - 257"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49045917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-22DOI: 10.1080/15582159.2021.1994277
A. Leukert
ABSTRACT Parents have specific and peculiar reasons for choosing the schools that they do for their children. Numerous attempts have been made to bring clarity to the matter, but the decision-making processes for school choice – especially as it pertains to faith-based schools – remain somewhat murky. I posit that the religious and cultural identity of a parent may have a significant relationship with the school they choose for their child. By first quantifying the culture of a Protestant denomination in America through the cultural consensus model, I was then able to operationalize that measure as a variable alongside others such as income, educational context and social network. The results indicate that there is a strong association between cultural consonance and choosing – or not choosing – a Seventh-day Adventist school.
{"title":"Looking beyond Church Attendance: The Relationship between Parents’ Religious Identity and School Choice","authors":"A. Leukert","doi":"10.1080/15582159.2021.1994277","DOIUrl":"https://doi.org/10.1080/15582159.2021.1994277","url":null,"abstract":"ABSTRACT Parents have specific and peculiar reasons for choosing the schools that they do for their children. Numerous attempts have been made to bring clarity to the matter, but the decision-making processes for school choice – especially as it pertains to faith-based schools – remain somewhat murky. I posit that the religious and cultural identity of a parent may have a significant relationship with the school they choose for their child. By first quantifying the culture of a Protestant denomination in America through the cultural consensus model, I was then able to operationalize that measure as a variable alongside others such as income, educational context and social network. The results indicate that there is a strong association between cultural consonance and choosing – or not choosing – a Seventh-day Adventist school.","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"16 1","pages":"210 - 234"},"PeriodicalIF":0.0,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43510427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-15DOI: 10.1080/15582159.2021.1992742
Joshua B. Kennedy
In Between the State and the Schoolhouse, Tom Loveless has provided readers with an insightful and comprehensive examination of the Common Core State Standards (CCSS), known colloquially as Common ...
在《国家与校舍之间》一书中，汤姆·洛夫莱斯为读者提供了对国家共同核心标准(Common Core State Standards，简称CCSS)的深刻而全面的考察。
{"title":"Between the State and the Schoolhouse: Understanding the Failure of Common Core","authors":"Joshua B. Kennedy","doi":"10.1080/15582159.2021.1992742","DOIUrl":"https://doi.org/10.1080/15582159.2021.1992742","url":null,"abstract":"In Between the State and the Schoolhouse, Tom Loveless has provided readers with an insightful and comprehensive examination of the Common Core State Standards (CCSS), known colloquially as Common ...","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48100399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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