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School Choice Decisions: A Naturalistic-Constructivist Inquiry into Parents’ Perceptions on School Choice and School Improvement at a Pedagogically Progressive Charter School

机译：择校决定：自然主义建构主义者对教育学进阶特许学校家长对择校和学校改善的看法的调查

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Politicians and educational leaders often cite school choice as a sound mechanism for improving public education. However, education theorists and researchers call for more research to verify whether and how choice has an impact on what happens in public schools for all learners, and suggest that there is a need for more naturalistic-constructivist studies to examine the realities inherent in school choice contexts. Missing from the research literature are in-depth perspectives of those on the front lines of school choice decision: parents.This naturalistic-constructivist inquiry used grounded theory and mixed methods to examine parents’ recollections of their own elementary education experiences, perspectives on their children’s schooling experiences before and after school choice decisions, and perceptions of school choice as a mechanism for school improvement. Data collection included a demographic survey, school and community data, and semi-structured interviews with 33 parents who enrolled children at a progressive charter public school in a northwestern state during the 2009-2010 school year. Emergent-grounded theory methods were used throughout data collection and analysis to develop a theory that reflected parents’ perceptions in this context, in relation to school choice in other, broader contexts.The results of this study can inform policy makers, educators, and theorists about how school choice influences parents’ perceptions of and decisions about school improvement and public schooling. Findings within the three themes of Who Chooses and Why, Parental Involvement, and Outcomes of Choice included: School choice decisions are tied to parents’ reasons for choice, parents’ demographics, and the types of schools being selected. School choice decisions are complex mosaics of influences, and may be further complicated by potential barriers in learning about and accessing schools of choice. Participants identified both a moral imperative as citizens to provide good public schools for all children and a moral duty as parents to provide their own children with the best opportunities and education possible, and recognized conflicts in meeting both. Parental involvement is related to how much a school encourages and utilizes parents for purposes that validate parentsu27 time by engaging them actively with children and necessary tasks. A symbiotic relationship exists between parents, who have an interest in being involved, and the school, which needs and expects parental involvement, resulting in enhanced success for students and the school. Parents perceived that choice would not improve the educational opportunities for students who do not access schools of choice. Instead, choice will divide schools into parallel schooling systems. The primary tool for school improvement, according to parents in this study, is changing the culture of schools through combining parental involvement with choice. This naturalistic-constructivist theory resulted in a grounded theory reflecting parents’ perceptions of school improvement, parental involvement, and the private and public goods of education in a democratic society.Keywords: school choice, school improvement, charter schools, parent perceptions, parent involvement, schooling in democracy, grammar of schooling.
机译：政客和教育领袖经常将学校选择作为改善公共教育的良好机制。但是，教育理论家和研究人员呼吁开展更多研究，以验证选择是否对所有学习者产生影响，以及如何影响所有学生在公立学校中所发生的事情，并建议有必要进行更自然主义的建构主义研究，以检验学校选择中固有的现实。上下文。研究文献中缺少对学校选择决策前线的深入见解：父母。这种自然主义建构主义的探究采用扎根理论和混合方法来检验父母对自己的基础教育经历的回忆，对子女的看法。择校决定之前和之后的就学经历，以及对择校的看法是学校改善的一种机制。数据收集包括人口统计调查，学校和社区数据，以及在2009-2010学年期间对33名父母的半结构化访谈，这些父母在西北州的一所渐进式特许公立学校招收了孩子。整个数据收集和分析过程中都使用了基于紧急情况的理论方法，以发展出一种理论，该理论反映了父母在这种情况下与其他更广泛背景下的学校选择有关的看法。研究的结果可以为政策制定者，教育者和理论家提供信息关于学校选择如何影响父母对学校改善和公立学校的看法和决定。在“谁选择和为什么选择”，“父母参与和选择结果”这三个主题中的发现包括：学校选择决定与父母的选择理由，父母的人口统计学以及所选择的学校类型有关。择校决策是影响力的复杂拼接，可能因在学习和访问择校方面的潜在障碍而变得更加复杂。与会者认为，道德上的当务之急是公民为所有孩子提供良好的公立学校，道德上的义务是父母为孩子提供最好的机会和教育，并认识到在满足这两个方面的冲突。父母的参与与学校鼓励和利用父母的目的有关，目的是通过使父母积极地与孩子互动并完成必要的任务来验证父母的时间。对参与有兴趣的父母与需要并期望父母参与的学校之间存在共生关系，从而提高了学生和学校的成功率。父母们认为，选择不会为那些无法进入选择学校的学生提供更多的教育机会。相反，选择会将学校划分为平行的教育系统。父母在这项研究中指出，改善学校的主要工具是通过结合父母的参与和选择来改变学校的文化。这种自然主义建构主义的理论产生了一个扎根的理论，反映了父母对民主社会中学校改善，父母参与以及教育的私人和公共物品的看法。关键词：学校选择，学校改善，特许学校，父母的看法，父母的参与，民主教育，教育语法。

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    Gibson Emily Louise;

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