A Charter School's Journey toward Serving All Learners: A Case Study

Autor/inn/en	Drame, Elizabeth R.; Frattura, Elise
Titel	A Charter School's Journey toward Serving All Learners: A Case Study
Quelle	In: Urban Education, 46 (2011) 1, S.55-75 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085910377859
Schlagwörter	Integrated Services; Charter Schools; Position Papers; Case Studies; Comprehensive Programs; Educational Practices; Delivery Systems; Participatory Research; Institutional Characteristics; Interviews; Focus Groups; Educational Philosophy; Educational Objectives; Educational Facilities; Inclusion; Teacher Collaboration + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Positionspapier; Case study; Fallstudie; Case Study; Gesamtunterricht; Bildungspraxis; Auslieferung; Forschungstätigkeit; Interviewing; Interviewtechnik; Bildungsphilosophie; Erziehungsphilosophie; Educational objective; Bildungsziel; Erziehungsziel; Bildungsstätte; Inklusion; Lehrerkooperation
Abstract	Public charter schools across the country are struggling to better serve a range of students with disabilities. Using the approach of a participatory evaluation, a K-8 college preparatory school community of teachers, administrators, parents, and students were better able to define those practices that impeded or supported a high-quality proactive integrated comprehensive service delivery model for all learners. In so doing, they were empowered to take their research findings and move to action through adapting their mission statement aligned with policy and procedures that would better enable the creation and implementation of a collaborative comprehensive integrated service delivery model. (Contains 1 table.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10