How Charter School Teachers Act on Perceived Autonomy: A Qualitative Study of Curricular Decisions

• In Event: Curriculum and the Classroom: Using Theory to Conceptualize Everyday Practice

Abstract

Two decades ago, charter schools were proposed as places where teachers could experiment and innovate, with the end goal of providing new ideas for education. This multiple case study of two charter school teachers explored the participants’ perceptions of autonomy and whether these teachers enacted a curriculum that encouraged students to form knowledge. The research was guided by a theoretical framework provided by Jardine, Friesen and Clifford (2006) in order to understand the degree to which the two participants employed an “abundant curriculum” in their classrooms. This study found that granting teachers curricular autonomy may not be sufficient to promote a curriculum of abundance. If charter schools wish to encourage innovative thinking among teachers they need to actively promote it.

Authors

• Marjorie Clark, The George Washington University

• Karen L. Kortecamp, The George Washington University