Acoustic design of the Charles R. Drew Charter School media center—a case study

2001 ◽  
Vol 109 (5) ◽  
pp. 2478-2478
Author(s):  
Jesse J. Ehnert
Keyword(s):  
Charter School ◽  
Acoustic Design ◽  
Media Center

Expanding Equity and Access in State-Authorized Charter Schools

2021 ◽  
pp. 42-61
Author(s):  
Ryan Marks ◽  
Clare Vickland
Keyword(s):  
Charter Schools ◽  
Charter School ◽  
Active Role ◽  
Diverse Populations ◽  
Equity And Access ◽  
Access And Equity ◽  
Partnership Approach ◽  
Equity And Inclusion ◽  
Improve Access

Charter schools are founded on principles of autonomy, accountability, and parent and family choice. Charter school authorizers occupy a unique space at the nexus of these ideas, which allows them to take an active role to drive change to improve access and equity in schools. This chapter describes how one charter school authorizer planned for and implemented a successful diversity, equity, and inclusion initiative. The case study specifically outlines the approach of the Colorado Charter School Institute (CSI) in implementing equity audits to leverage data to build relationships and supports. Though the concept of analyzing equity data is not novel, the partnership approach employed by CSI to support, rather than evaluate, schools is uncommon. This approach has led to improvements in student outcomes and an increase in equity across the portfolio and can be applied by practitioners across many contexts, including district schools, nonprofits, and corporations seeking to improve both access and equity for diverse populations.

The good principal: A case study of early-career charter principals’ role conceptualizations

2019 ◽  
Vol 33 (4) ◽  
pp. 157-165
Author(s):  
Felicia R. Truong
Keyword(s):  
Charter School ◽  
School Principals ◽  
Qualitative Case Study ◽  
Soft Skills ◽  
The United States ◽  
Early Career ◽  
Structured Interviews ◽  
Charter School Principals ◽  
Service Training

Up to 75 percent of charter principals in the United States leave the role within five years. Understanding how early-career principals conceptualize the role could help strengthen principal preparation and in-service training. This study analyzed early-career charter principals’ descriptions of the principalship in order to understand their framework for what it means to be a good principal. A qualitative case study was used, focused on semi-structured interviews with 15 charter school principals. Charter school principals in this study primarily defined being a ‘good’ principal using examples and descriptions of soft skills and personality traits.

The Fight: Discipline and Race in an Inner-City Public Charter High School

2017 ◽  
Vol 673 (1) ◽  
pp. 150-168
Author(s):  
Vani S. Kulkarni
Keyword(s):  
High School ◽  
Inner City ◽  
Charter School ◽  
School Discipline ◽  
Single Parent ◽  
Urban Neighborhoods ◽  
Ethnographic Study ◽  
Disciplinary Practices ◽  
City Schools

What are the disciplinary practices in which inner-city schools engage? How is order maintained or restored? Drawing on a three-year ethnographic study of a public charter school in Philadelphia, this study demonstrates the significance of understanding school discipline through a cultural lens. Beginning with a case study of a fight in the cafeteria, I describe how teachers, administrators, and students made sense of the school’s disciplinary ethos and how the disciplinary gaze that pervaded the school put invisible pressure on staff and students. Teachers and administrators in charge of discipline, who were overwhelmingly white, made implicit racial appeals regarding what practices were the most effective and fair to students who were overwhelmingly black and from single-parent, economically precarious households in urban neighborhoods.

scholarly journals The Nature of Parental Engagement at an Online Charter High School

2015 ◽  
Vol 19 (5) ◽  
Author(s):  
Jered Borup ◽  
Mark A. Stevens ◽  
Lisa Hasler Waters
Keyword(s):  
High School ◽  
Student Engagement ◽  
Charter Schools ◽  
Charter School ◽  
Parental Engagement ◽  
Full Time ◽  
Collaborative Relationships ◽  
Student Interviews ◽  
Engagement Behavior

As enrollments in cyber charter schools grow, it becomes increasingly important to understand how parents engage in their students’ learning. Researchers have hypothesized that parental engagement is even more critical when online students learn from home, but few researchers have examined parents’ engagement behavior–especially parents of adolescent learners. In this case study we addressed this gap using parent and student interviews at a full-time online charter school. Our analysis of 19 interviews with 9 parents and 10 interviews with 10 students identified five primary types of parental engagement within this setting: (1) nurturing relationships and interactions, (2) advising and mentoring, (3) organizing, (4) monitoring and motivating student engagement, and (5) instructing. We also identified obstacles to effective parental engagement, and in this paper we discuss how programs can work with parents to foster more collaborative relationships.

scholarly journals Strategizing the Design and Implementation of a Language Center for the Twenty-first Century

2003 ◽  
Vol 35 (1) ◽  
pp. 47-74
Author(s):  
Jane D. Tchaïcha
Keyword(s):  
Call Center ◽  
State Of The Art ◽  
First Century ◽  
Specific Strategy ◽  
Strategic Framework ◽  
Media Center ◽  
Design And Implementation ◽  
The Core ◽  
The Past

The language center, (a.k.a.language laboratory) has undergonetremendous transformation in the past fifty years, but the generalmission of the center has remained constant. Whether called aresource center, media center, or CALL center, the facility providesa place for students who are studying a language other than their own(L2) to practice and learn. What has changed inside the languagecenter over the years is the variety of resources and delivery formatsthat can be used to bring language to the learner. For institutions thatare planning to update or construct a state-of-the art languagefacility, the amount of resources and the expense of putting togetheran infrastructure to support these resources can be daunting. Inorder to meet this challenge, language practitioners andadministrators at these institutions can benefit fromknowingwhatkinds of questions and issues need to be raised before and during theconstruction process. This paper presents a five-phase plan used atBentley College (USA) for its Center for Languages and InternationalCollaboration (CLIC) thatopenedinJanuary2001. In each of the fivephases, a specific strategy is outlined to meet the challenges ofupdatingordesigningthe new language center. Some of the topicsaddressed include building a team of players, balancing pedagogicalvalue and investment costs, and making technical, pedagogical,managerial, and design recommendations. The case study illustratesthat at the core of the success of the strategic framework is thecollaborative integration of expertise among administrators,technologists, and faculty.

A case study of student achievement in a secondary charter school

2014 ◽  
Vol 26 (3) ◽  
pp. 20-38 ◽  
Author(s):  
Li-Ching Hung ◽  
Folashade Badejo ◽  
Jo Bennett
Keyword(s):  
Student Achievement ◽  
Charter School

Community Schools

2020 ◽  
pp. 132-144
Author(s):  
Sarah Feroza Freeland
Keyword(s):  
Academic Achievement ◽  
Charter School ◽  
Community Schools ◽  
Community School ◽  
Student Academic Achievement ◽  
Community Members ◽  
Meaningful Engagement ◽  
School Model ◽  
Key Terms

This chapter explores the connection between a school's efforts to engage with parents and community members and the academic achievement of its students. The author examines two case studies from Tennessee- the charter school model within the state-run Achievement School District in Memphis, and the community school model in Knoxville. The chapter begins with an explanation of key terms, followed by an introduction of each case study. Next, the author compares student academic achievement within each educational model, demonstrating that the community schools have achieved greater gains than the charter schools. The author then analyzes survey and interview data from parents and community members to compare each educational model's parental and community engagement efforts. Ultimately, the author concludes that in Tennessee, the community school model has been more effective than the charter school model in improving student academic achievement in large part because of its emphasis on meaningful engagement with parents and community members.

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