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Description:
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The primary purpose of this study was to examine how teachers , parents , and
students viewed their charter school as effective when effectiveness was defined by the
following 11 characteristics : (a ) instructional leadership , (b ) clear mission , (c ) safe and
orderly environment , (d ) positive school climate , (e ) high expectations , (f ) frequent
monitoring , (g ) basic skills , (h ) opportunities for learning , (i ) parent and community
involvement , (j ) professional development and (k ) teacher involvement .
Two exemplary open -enrollment charter schools in Texas were used in this
study . All 24 teacher , parent , and student participants completed a questionnaire that
addressed characteristics analyzed for each group . The 72 participants in this
quantitative study were randomly chosen to respond to items on the School
Effectiveness Questionnaire developed by Baldwin , Freeman , Coney , Fading , and
Thomas . Data from the completed questionnaires were reported using descriptive
statistics and frequency data . Major research findings for the study were as follows : 1 . There was agreement among teachers , parents , and students regarding 5
characteristics . These characteristics were : (a ) safe and orderly
environment , (b ) positive school climate , (c ) high student expectations , (d )
frequent student assessment , and (e ) monitoring of achievement and basic
skills .
2 . Teachers and parents agreed their school demonstrated effective
instructional leadership , a clear and focused mission , and a maximized
opportunity for learning . On the other hand , students were uncertain their
school provided maximum opportunities for learning .
3 . Only parents and students were in agreement concerning the parental
involvement in their school . In contrast , teachers were uncertain their
school provided parent and community involvement .
4 . Teachers were also uncertain their school provided strong professional
development and included them in the decision -making process for the
school . |