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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

The University of Texas Elementary School : designing an alumni tracking system / Designing an alumni tracking system

Dochen, Kathryn Janene 20 August 2012 (has links)
The University of Texas Elementary School (UTES) is a charter school operated by The University of Texas at Austin that practices innovative research-based teaching methods. The school is in need of a system to track the educational achievements of its alumni and compare them to peers to determine the effects of attending UTES. This report provides an overview of existing studies on school effects and research design methods, offers advice and insight from other charter school administrators who have alumni-tracking experience, recommends data to collect, and outlines a plan of action including the necessary steps to gather such information. / text
2

Creating an elementary charter school power, negotiations, and an emerging culture of care /

Treviño, Ramona Sullivan, January 1900 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.
3

A case study of the institutional elements of a university sponsored charter school urban school reform in an age of accountability /

Hansel, Janice Marie, January 1900 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.
4

A case study of the institutional elements of a university sponsored charter school: urban school reform in an age of accountability / Urban school reform in an age of accountability

Hansel, Janice Marie, 1949- 28 August 2008 (has links)
The purpose of this study is to document and analyze patterns of institutional constraints and supports that emerge when an urban elementary school, sponsored by a local university, is conceived and created in a high-stakes accountability environment. The study considers the regulative, normative, and cultural-cognitive pressures placed upon the school in its early years. In its mission to provide a model of exemplary education to a minority population, it is influenced by institutions of governance, traditional schooling, the local community, the university, and others. The author documents the social and political context of the school's creation, in addition to the institutional pressures related to the school's regulatory environment, normative outlook, and cultural-cognitive beliefs and assumptions. This study uses New Institutional Theory as a framework for analyzing data from interviews, documents, and observations. The study is both a theoretical effort to demonstrate the value of New Institutional Theory in education research and a case study which attempts to answer the question: In what ways is the elementary school constrained or enabled by the institutional nature of its creation and on-going effort to be a demonstration site for best practices for elementary level education in an urban setting? This study provides a review of literature regarding New Institutional Theory and the many issues surrounding the current accountability movement. It also suggests avenues of research, including research for education policy development that may usefully address the needs of urban education today. The author aims to provide a case study that is rich enough in detail to provoke discussion of the challenges inherent in the creation of this new educational model, the university sponsored charter school in an urban environment. The author also wishes to draw a theoretical connection between the New Institutional Theory and the dynamics of teacher practice in today's political climate. The case study exemplifies the difficulty of policy implementation when the policy is not designed inclusively. Policymakers need to be sensitive to a diversity of viewpoints and sub-cultures actively operating in the environment in order to develop policy that will build local capacity for increased learning and school improvement. / text
5

Creating an elementary charter school: power, negotiations, and an emerging culture of care

Treviño, Ramona Sullivan 28 August 2008 (has links)
Not available

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