Literaturnachweis - Detailanzeige
Autor/inn/en | Walters, Chelsey; Baker, Alesha |
---|---|
Titel | Accommodations in a University Model® School: An Examination of Policies and Practices Addressing Student Needs for Families Considering a Blended Educational Setting |
Quelle | In: Journal of School Choice, 14 (2020) 3, S.468-500 (33 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1558-2159 |
DOI | 10.1080/15582159.2020.1740523 |
Schlagwörter | Blended Learning; Teaching Methods; Home Schooling; Parent Role; Models; Case Studies; Educational Policy; Teacher Attitudes; Academic Accommodations (Disabilities); Clinical Diagnosis; Comparative Analysis; Student Needs; Universities; Christianity; Teacher Role; Administrator Role; Small Group Instruction; Web Sites; Individualized Instruction; School Choice; Parent Attitudes; Private Schools; Religious Education; Educational Legislation; Equal Education; Students with Disabilities; Federal Legislation; Elementary School Students; Middle School Students; High School Students Teaching method; Lehrmethode; Unterrichtsmethode; Homeschooling; Home instruction; ; Hausunterricht; Heimschule; Parental role; Elternrolle; Analogiemodell; Case study; Fallstudie; Case Study; Politics of education; Bildungspolitik; Lehrerverhalten; University; Universität; Christentum; Lehrerrolle; Web-Design; Individualisierender Unterricht; Choice of school; Schulwahl; Elternverhalten; Private school; Privatschule; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Bildungsrecht; Schulgesetz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bundesrecht; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule |
Abstract | Students attending a University-Model® school participate in a hybrid approach to education which combines homeschooling with private education. This allows parents a primary role in their child(ren)'s education with the guidance of licensed teachers. The question of how students' academic needs are addressed in this model remains unexplored. This case study examines policies and procedures surrounding possible accommodations for students with and without a diagnosis. Researchers conducted interviews with staff at one school along with a document analysis. Policies were found to be inconsistent in 84 randomly sampled University-Model® schools on a national level. The sample school proved to be one of the sites providing accommodations for students. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |