Education

2021 ◽  
pp. 83-123
Author(s):  
Nicholas Freudenberg
Keyword(s):  
Public Education ◽  
School System ◽  
Systemic Racism ◽  
Profit Center ◽  
Corporate Leaders ◽  
Market Values ◽  
Modern Capitalism ◽  
Early Childcare ◽  
K 12 ◽  
Educational Tests

Education contributes powerfully to better health and public education is a foundation for democracy. Recently, however, private capital has viewed education as a profit center that can replace revenues lost to the decline of manufacturing. This chapter analyses the ways that modern capitalism has undermined equitable access to quality early childcare, K-12 education, and college by privatizing public education, creating and mandating expensive and inadequately tested but profitable educational tests, technologies and products, and imposing debt on schools and students. A powerful lobby of wealthy individuals and corporate leaders have used their influence to promote market values within the school system. These changes undercut the health- and equity-enhancing characteristics of public education. The chapter also describes how students, parents, teachers, and communities are resisting corporate penetration of public education, rejecting the ways it reinforces systemic racism, and creating models for education that promote health, democracy, and collective success.

scholarly journals The Charter School Law in Massachusetts: Analysis, Commentary, Wish

2014 ◽  
Vol 100 ◽  
pp. 97-104
Author(s):  
David I. Rubin
Keyword(s):  
Public Education ◽  
Charter School ◽  
School Law ◽  
Political Agenda ◽  
Liberal Democratic ◽  
Testing Ground ◽  
K 12 ◽  
Charter School Law ◽  
The U.S

Nowhere is the link between the right's national political agenda and the privatization of public education clearer than in Massachusetts.  In November 1995, just weeks before announcing that he would run for the U.S. Senate against the liberal Democratic incumbent John Kerry, Governor William Weld unveiled a truly radical plan for reshaping K-12 education that could make Massachusetts the testing ground for every weapon in the privatization arsenal.

The Changing Mission and Nature of Partnerships in Public Universities

2013 ◽  
pp. 726-741 ◽  
Author(s):  
Marianne Robin Russo ◽  
Kristin Brittain
Keyword(s):  
Higher Education ◽  
Public Education ◽  
The United States ◽  
Public University ◽  
Public Higher Education ◽  
The Public ◽  
Academic Mission ◽  
New Business ◽  
K 12 ◽  
The University

Reasons for public education are many; however, to crystalize and synthesize this, quite simply, public education is for the public good. The goal, or mission, of public education is to offer truth and enlightenment for students, including adult learners. Public education in the United States has undergone many changes over the course of the last 200 years, and now public education is under scrutiny and is facing a continual lack of funding from the states. It is due to these issues that public higher education is encouraging participatory corporate partnerships, or neo-partnerships, that will fund the university, but may expect a return on investment for private shareholders, or an expectation that curriculum will be contrived and controlled by the neo-partnerships. A theoretical framework of an academic mission and a business mission is explained, the impact of privatization within the K-12 model on public higher education, the comparison of traditional and neo-partnerships, the shift in public higher education towards privatization, a discussion of university boards, and the business model as the new frame for a public university. A public university will inevitably have to choose between a traditional academic mission that has served the nation for quite some time and the new business mission, which may have negative implications for students, academic freedom, tenure, and faculty-developed curriculum.

The Evolution of Securing the American K-12 Educational Environment With Armed Police Officers

2019 ◽  
pp. 493-508 ◽  
Author(s):  
Jiletta Kubena ◽  
J. Harrison Watts
Keyword(s):  
School Violence ◽  
Police Officers ◽  
School System ◽  
Media Coverage ◽  
Educational Environment ◽  
Full Time ◽  
School Security ◽  
Wide Range ◽  
Dramatic Shift ◽  
K 12

Over the course of time we have seen a dramatic shift in the protection and security of our school system. With the increasing media coverage of school violence the general public has responded with a demand and a push for a safer educational environment for our children. This chapter addresses the movement from very limited school security through full time armed police officers responsible for the school campus. The chapter focuses on policy response to school shootings and covers a wide range of police and school response.

An Integral Analysis of Labeling, Inclusion, and the Impact of the K-12 School Experience on Gifted Boys

2020 ◽  
pp. 995-1021
Author(s):  
Laurie Alisat ◽  
Veronika Bohac Clarke
Keyword(s):  
School System ◽  
Gifted Students ◽  
School Experiences ◽  
Integral Model ◽  
Gifted Learners ◽  
Learner Centred Learning ◽  
Education Support ◽  
K 12 ◽  
Urban Public School ◽  
The Impact

Gifted learners are frequently marginalized in community classrooms, as they are placed in competition for special education support, with the students who struggle to meet the minimal curricular demands. In this chapter, we describe the practices of identifying and labelling gifted boys, from the perspective of gifted boys attending high school and from the perspectives of a school system. The case discussed is a large urban public school system, which endeavours to effectively identify gifted students and provide them with learner-centred learning environments. We use Wilber's (2000, 2006) Integral model as a conceptual framework to analyze the findings from an empirical study of gifted boys' school experiences (Alisat, 2013). These findings are also supported by our critical praxis, observing and conversing with gifted young people. The Integral Model is a useful framework for understanding the multiple factors impacting gifted students' daily experiences, engagement and achievement.

Digitalization of K-12 Teacher Training

2021 ◽  
pp. 123-144
Author(s):  
Linda M. Forrest
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
School System ◽  
Phenomenological Study ◽  
Face To Face ◽  
System Leaders ◽  
Blended Professional Development ◽  
Face To Face Learning ◽  
Teachers Attitudes ◽  
K 12

This chapter explores the need for reform in teacher training and professional development of K-12 teachers. Barriers caused by traditional models of professional development courses will be addressed. Information from a phenomenological study investigating teachers' attitudes, perceptions, and motivations regarding blended professional development will provide guidance and insights on the value of blended learning methods. An author-created theoretical framework for blended online professional development, which combines the convenience of online learning with face-to-face learning communities, will be shared. The chapter concludes with recommendations for school system leaders on how to meet the needs and desires of teachers, as well as for the digitalization of teacher training to reform professional development practices and promote 21st century skills for both staff and students.

Current Trends and Perspectives in the K-12 Canadian Blended and Online Classroom

2017 ◽  
pp. 74-92
Author(s):  
Constance Blomgren
Keyword(s):  
Public Education ◽  
Digital Technologies ◽  
Rural Students ◽  
First Century ◽  
Indigenous Populations ◽  
Learning Needs ◽  
Online Classroom ◽  
Current Trends ◽  
K 12 ◽  
Educational Delivery

Canada has a history and geography that has required the use of distance education models and resources, and with its distributed population the potential of blended and online learning to further address K-12 learning needs is presently viewed by government as a means to deliver public education. These commitments have produced numerous responses and concerns regarding technical infrastructure, discussions regarding pedagogy, professional development of teachers, and establishing the means to meet the needs of twenty-first century learners. The following overview provides the Canadian K-12 context and educational trends, issues, and concerns within digital technologies and distance learning. The resulting summary holds significance for jurisdictions that have a vast geography and dispersed rural students, indigenous populations, as well as K-12 urban learners who require flexible access to educational delivery. Additionally, the overview contributes to the emerging understanding and the variety of response to digital technologies as part of the Canadian educational landscape.

Critical Barriers to Technolgy in K-12 Education

2011 ◽  
pp. 3008-3010
Author(s):  
Christine Sweeney
Keyword(s):  
Public Education ◽  
New Technologies ◽  
Critical Mass ◽  
Change Agents ◽  
School Age Children ◽  
School Age ◽  
It Industry ◽  
Digital Society ◽  
Education Today ◽  
K 12

Those who are fortunate enough to be associated with K-12 education during this first decade of the 21st century will witness tremendous evolutionary—even revolutionary—changes throughout those institutions. The interrelated dynamics of public education, the IT industry, and the evolving “digital society” are already combining to produce a variety of entirely new models for K-12. Although those models are indeed emerging, significant change will come at a pace that is perhaps somewhat slower initially than some would prefer. K-12 education is, after all, an institution rich in tradition and culture, and often slow to change. Nonetheless, as the presence and reach of new technologies—the Internet in particular—reach critical mass, that pace will quicken, and by the year 2010, school age children will enjoy an educational experience profoundly different from anything previously known. Profound change usually occurs when not one, but several change agents come together, either deliberately or coincidentally, and interact—often sparked by some sort of catalyst. This type of interaction is occurring throughout public education today. In this case, the change agents at work include K-12 institutions, the evolving IT industry, and the rapidly emerging digital society.

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