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dc.contributor.authorPatel, Heena Kanu
dc.date.accessioned2014-03-04T21:13:53Z
dc.date.available2014-03-04T21:13:53Z
dc.date.issued2013-08
dc.identifier.otherpatel_heena_k_201308_edd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/patel_heena_k_201308_edd
dc.identifier.urihttp://hdl.handle.net/10724/29145
dc.description.abstractThis research documents the charter school phenomenon occurring in state of Georgia. This study investigates and identifies why conversion charter schools revert back to the traditional public school models and explores what the consequences may be when conversion charter schools “unconvert.” Qualitative interview methodology is used to identify the factors of influence for the conversion and reversion of Georgia charter schools, which allows the “why” and “how” questions to be posed within a real-life context. Consistent with qualitative study methodology, interview, document analysis, and data analysis and interpretation were used to gather data in my research Data collection includes six interviews with state officials, district and school leaders, and document analysis. This investigation of Georgia conversion charter schools results in three primary findings: (1) The intent for many conversion charter schools in Georgia is more monetary than actual needs based. (2) Conversion charter schools are realizing that there are other avenues of flexibility available. (3) Conversion charter schools are not “true charter schools,” thus, few, if any, changes are made when a reversion occurs.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectCharter School
dc.subjectConversion Charter School
dc.subjectStart-up Charter School
dc.subjectCharter System
dc.subjectReversion
dc.subjectSchool Choice
dc.subjectAutonomy
dc.subjectFlexibility
dc.subjectAccountability
dc.subjectThe Charter School Program
dc.titleGeorgia conversion charter schools
dc.title.alternativean analysis of the conversions and reversions of charter schools
dc.typeDissertation
dc.description.degreeEdD
dc.description.departmentLifelong Education, Administration, and Policy
dc.description.majorEducational Leadership
dc.description.advisorCatherine Sielke
dc.description.committeeCatherine Sielke
dc.description.committeeElizabeth DeBray
dc.description.committeeJohn Dayton


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