2011/04/01 by Matthew Welch · 1 citation
Social Sciences · #School Choice and Performance #Diverse Education Studies and Reforms #Global Educational Reforms and Inequalities #Charter #Autonomy #Corporate governance #Legitimacy #Political science #Charter school #Isomorphism (crystallography) #Accountability #Sociology #Public administration #Public relations #Pedagogy #Management #Law #Politics
paper · doi:10.1177/002205741119100208
openalex publication_date 2011/04/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/05/21
Current school reform debates often connect schools' autonomy, such as that of charter schools, to opportunities for pedagogical innovation. Scholars like Lubienski (2003, 2004) have argued that, at least in charter schools, this theory does not always hold. While charter schools offer choices for parents, the array of possibilities is narrower than market advocates envision is possible (Hess, 2008). Using the organizational lens of isomorphism, this paper builds on these findings through an historical examination of the progressive Eight-Year Study and the isomorphic obstacles participating schools faced with colleges, and professional peers, and parents. It closes with a discussion of the implications for schools and policy makers who seek to promote innovative practices in schools, including the need for people-centered reform and the promise for charter innovation in areas like structure, governance, and culture.