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Localism in Public Charter School Accountability for Learning

by Hanne B. Mawhinney & James A. May - 2009

One of the places where a new localism in American education has been most evident in recent years is in urban school districts where charter schools have been added to the array of accountability policy instruments created to improve student learning opportunities.

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This article originally appeared as NSSE Yearbook Vol 108. No. 1.

Cite This Article as: Teachers College Record Volume 111 Number 13, 2009, p. 123-166
https://www.tcrecord.org ID Number: 18457, Date Accessed: 8/2/2021 2:09:16 AM

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About the Author
  • Hanne Mawhinney
    University of Maryland
    E-mail Author
    HANNE MAWHINNEY is an associate professor and coordinator of the Organizational Leadership area at the University of Maryland. Through her research and scholarship Dr. Mawhinney advances a critical and an interpretive approach to the institutional analysis of the politics of educational leadership, administration, governance, and policy change by examining the tensions between the institutional order governing educational organizations and various sociopolitical processes in particular social ecologies, including those associated with influences of globalization. Recent publications include a chapter in the Handbook of Education Politics and Policy (2008), entitled “Towards a new political leadership praxis in the rescaled space of urban educational governance,” a reprinted article entitled “Deliberative democracy in imagined communities: How the power geometry of globalization shapes local leadership praxis” in Educational Leadership and Administration (2008), and an article in Educational Policy (2009) entitled “Shifting scales of education politics in a vernacular of disruption and dislocation.”
  • James May
    University of Maryland
    E-mail Author
    JAMES A. MAY is a doctoral candidate in Organizational Leadership at the University of Maryland. Currently the principal of a public charter school, Jim’s dissertation research explores how charter schools respond to the blending of market and standards-based accountability, specifically investigating the role of institutional entrepreneurship in navigating the tension between innovation and accountability.
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