Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements
 

Are Charters Different?: Public Education, Teachers, and the Charter School Debate


reviewed by Jason Giersch — July 02, 2018

coverTitle: Are Charters Different?: Public Education, Teachers, and the Charter School Debate
Author(s): Zachary W. Oberfield & Jeffrey R. Henig
Publisher: Harvard Education Press, Boston
ISBN: 1682530671, Pages: 272, Year: 2017
Search for book at Amazon.com


To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Are Charters Different?: Public Education, Teachers, and the Charter School Debate
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record, Date Published: July 02, 2018
http://www.tcrecord.org ID Number: 22414, Date Accessed: 11/21/2018 1:08:00 AM

Purchase Reprint Rights for this article or review
 
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Jason Giersch
    University of North Carolina
    E-mail Author
    JASON GIERSCH IS assistant professor of Political Science and Public Administration at the University of North Carolina at Charlotte. Jason’s research investigates education policy, specifically school choice, segregation, accountability, and teacher quality. Recent publications include “Principals’ Preferences when Hiring Teachers: A Conjoint Experiment” in the Journal of Educational Administration (forthcoming) and “Academic Tracking, High-Stakes Tests, and Preparing Students for College: How Inequality Persists Within Schools” in Educational Policy (2016).
 
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS