Chapter
List of Worksheets, Figures, and Photographs
1.1. Situation and Experience
1.2. A Technical View of a Case
1.4. The Case–Quintain Dilemma
1.5. The Research Questions
1.6. The Particular and the General
1.8. Making the Individual Case Report
CH$2. The Multicase Study
2.3. Activity in Its Situation
2.4. Data Gathering across Cases
2.5. Triangulation within Cases
CH$3. Cross-Case Analysis
3.2. Reading the Collected Reports
3.3. Cross-Case Procedure
3.4. Expected Utility of Cases and Ordinariness of Situations
3.5. The Grounds for Assertions
Track I: Emphasizing Case Findings
Track II: Merging Case Findings
Track III: Providing Factors for Analysis
3.6. Cross-Case Assertions
3.7. Triangulation across Cases
4.1. Planning the Multicase Report
CH$5. The Step by Step Multicase Study Project
5.1. The Open Society Institute and the International Step by Step Association
5.2. The Step by Step Approach
5.3. Previous Step by Step Evaluations
5.4. Aims of the Step by Step Multicase Project
5.5. Developing Case Topics
5.7. Themes for Cross-Case Analysis
5.8. The Teams and the Steering Group
5.9. Training the Case Researchers
Three Step by Step Case Studies
Addressing the Six Cross-Case Themes
The Experience of the Case Researchers and Mentors
CH$6. The Ukraine Case Study
Inclusive Education: The Step by Step Program Influencing Children, Teachers, Parents, and State Policies in Ukraine
A Press Conference in Lviv
Teacher Training in Ukraine
Observations by Ailsa Cregan, Mentor
Interview with Mr. Volodymyr and Ms. Tamara
Board Meeting of the Center
Treatment of Children with Disabilities
Interview with Victor Ogneviuk
Interview with Vyatcheslav Zasenko
The Ukrainian Step by Step Foundation
Capacity of the Ukrainian Step by Step Foundation
The Ministry of Education and Science and Other Partners
Interview with Natalia Sofiy
Our Interpretation of Educational Policy
Our Interpretation of the Teacher Training
Our Interpretation of Inclusion
CH$7. The Slovakia Case Study
Impact of Step by Step at the Roma Settlement Jarovnice–Karice: Slovakia Community Resource Mobilization
1. The Community Center: Preparation for Inclusive Education
2. The Community Center: A Place for Lifelong Learning
2.1. The Community Center: A Place of Community Development
3. Life in the Roma Settlement of Jarovnice
3.3. The First Roma People in the Village
3.4. Religious Life in the Community
3.5. A Visit to the Parish Priest
4.1. Gaining Community Acceptance through the Children
5. The Step by Step Program in Slovakia
5.1. Nadácia Skola dokorán—the Wide Open School Foundation
6. Special Primary Schools
6.1. The Special Primary School in Jarovnice
6.3. Parent Participation
6.4. Whole-Language Strategies
6.5. Differentiated Instruction
6.6. The Teacher Assistants
6.7. Community Resource Mobilization
CH$8. The Romania Case Study
The Romanian Case Study: Center for Educational and Professional Development, Step by Step Romania—Teacher Staff Development at the Tulcea Model Training Site
1. Introduction and Historical/Political Background
1.1. Staff Development at the Tulcea MTS
1.2. The Growth of Step by Step Teacher Training in Romania
1.3. Teacher Training: The Engine of Educational Reform
1.4. The European Union and Romania
1.5. Traditional and Alternative Teacher Education
1.6. Professional Development from the Bottom Up: The General
1.7. Trainees’ Expectations of Training
1.8. The Romanian Teacher-Training Network
1.9. Pluralism and Democracy
2. Teacher Training in MTS Kindergarten 3, Tulcea
2.1. Day One: Presenting the Step by Step Standards
2.3. Day Two: Step by Step Standards in Action
3. Alternatives and Partnerships
3.1. The Danube Delta: A Metaphor for Alternatives
3.2. The National Symposium in Târgovite
4.1. The Mentoring Experience
CH$9. Step by Step Cross-Case Analysis: First Steps
Multiple Case Study Analysis
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