NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED516163
Record Type: Non-Journal
Publication Date: 2010
Pages: 326
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1240-3971-8
ISSN: N/A
A Multi-Site Case Study of Successful Charter Schools with Varied Educational Programs
Lee, Marcia Elaine
ProQuest LLC, Ph.D. Dissertation, University of Idaho
For the past two decades, diverse stakeholders have been trying to reform public schools. Among these reforms are charter schools which embody: choice, innovation, regulatory flexibility, and accountability. The purpose of this study was to examine the educational programs of three charter schools and to describe their distinguishing characteristics. The goal was to understand the differences inherent in their programs. The research questions were: What are the characteristics that distinguish these three charter schools? and, In what ways do their educational programs align with standards of effectiveness, innovation and research-based education? The design was a multi-site case study. The thee schools were from the Northwest. Data were gathered and described using triangulation of documents, interviews and observations. The study's findings included a description of the characteristics of each school and its distinguishing characteristics. It concluded with a summary of the findings and recommendations for parents and practitioners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A