The commercial transformation of America’s schools

2020 ◽  
Vol 102 (2) ◽  
pp. 8-13
Author(s):  
Alex Molnar ◽  
Faith Boninger
Keyword(s):  
Public Schools ◽  
Distance Learning ◽  
John Dewey ◽  
Private Companies ◽  
Data Collecting ◽  
Educative Experiences

A school-focused commercializing process over 100 years in the making has been turbo-charged by the rise of data-collecting digital educational platforms and a pandemic that has forced widespread use of distance learning. Alex Molnar and Faith Boninger explain how advertising to students creates what John Dewey would call “mis-educative experiences.” They describe how private companies have made inroads into public schools by offering funding and free resources, while using their interactions with schools as an opportunity both to directly market to students and to collect data on them that can be used for future marketing or other unknown purposes.

Accountability, the Public, and Public Schools

2017 ◽  
Author(s):  
Sarah M. Stitzlein
Keyword(s):  
Public Schools ◽  
Public Goods ◽  
Progressive Era ◽  
John Dewey ◽  
The Public ◽  
Citizen Support ◽  
History Of ◽  
Shared Benefit ◽  
Key Aspects ◽  
Important Basis

I begin by laying out the shifting context of public schools and the citizens and democracy they serve. I ground my discussion in a theory of participatory democracy influenced by the ideas of Progressive Era philosopher of education John Dewey and contemporary political theorist Benjamin Barber. I provide that theory as both a foil to analyze contemporary changes in democracy and a guide for how we might respond to and, at times, resist them. I then trace the history of educational accountability to illuminate key aspects of the current accountability crisis. Finally, I define the public and public goods, an important basis for my call to revitalize citizen support for public schools insofar as these concepts show us how schools not only serve as a shared benefit, but also are established and protected as such through our shared efforts.

scholarly journals ENSINO REMOTO EM TEMPOS DE PANDEMIA-COVID 19

2021 ◽  
Vol 9 (208) ◽  
pp. 1-15
Author(s):  
Bruno Gomes da Silva
Keyword(s):  
Qualitative Research ◽  
Public Schools ◽  
Distance Learning ◽  
Risk Group ◽  
Face To Face ◽  
The World ◽  
Education Network ◽  
Teaching Modality

A problem that affects the world, including Brazil, is the pandemic of COVID 19. In view of this, classes in public schools in Pelotas from the education network have moved from the on-site to the distance learning modality. This transposition in the teaching modality has led to some concerns such as investigating whether the teachers felt prepared to carry out this transposition from the on-site teaching modalities to the distance learning modality. Thus, a qualitative research was carried out, with reports from the School's educators. Conducting face-to-face interviews and via video calls, for some teachers to be characterized as a risk group. The result of the research is found in the course of the study.

Private Investment in Public Education: Boon or Boondoggle?

1995 ◽  
Vol 5 (1) ◽  
pp. 4-21 ◽  
Author(s):  
Martha M. Mccarthy
Keyword(s):  
Public Schools ◽  
Public Education ◽  
Private Investment ◽  
Value Conflicts ◽  
Private Companies ◽  
The Future ◽  
Recent Developments ◽  
Instructional Services

This article investigates two aspects of corporate involvement in public education: commercialization of public schools and use of private companies to deliver instructional services or to manage schools. The extent of private investment in education and arguments for and against these activities are reviewed. Also explored are value conflicts among supporters and critics of such corporate involvement and implications of recent developments in this arena for the future of public education.

scholarly journals Case Study on Distance Learning for K-12 Education in Japan: The Nagasaki-Takaoka Model

2021 ◽  
pp. 123-136
Author(s):  
Masaki Umejima ◽  
Cherry H. Y. Wong ◽  
Jiro Kokuryo ◽  
Jun Murai ◽  
David Farber ◽  
...  
Keyword(s):  
Public Schools ◽  
Distance Learning ◽  
Reference Model ◽  
The Internet ◽  
Ministry Of Education ◽  
Ict System ◽  
K 12 ◽  
Education Culture ◽  
The University ◽  
Ict Policy

AbstractA pre-existing partnership between the Japanese Government and Keio University paved the way for K-12 education to embrace distance learning. The university has been engaging in the revision of educational ICT policies in Japan for many years. In Japan, universities have been accumulating knowledge in distance learning practices since the emergence of the Internet, though earlier educational ICT policy required the ICT system in K-12 education to depend on dedicated Internet lines. In December 2019, the Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT) announced a new ICT policy to allow K-12 education to launch distance learning classes via public cloud on the Internet. The university’s experience with running distance learning, bundled with the stipulations of the new educational ICT policy, enabled K-12 education to carry out distance learning. New subjects can be taught daily, and continuity of education is ensured in disaster situations, such as the Covid-19 pandemic. The research team at Keio University built the “Nagasaki-Takaoka Model” as a reference model with the added aim of ensuring data security and trust in the open network. In December 2020, Takaoka City successfully deployed the “Nagasaki-Takaoka Model” across all public schools.

scholarly journals Exploring the Appropriateness of EFL Secondary School Textbooks for Distance Learning from English Teachers’ Perceptions: Jordanian Public Schools in Al-Mafraq Governorate - case study

2021 ◽  
Vol 29 (6) ◽  
Keyword(s):  
Public Schools ◽  
Distance Learning ◽  
Secondary School ◽  
Random Sampling ◽  
Online Survey ◽  
Sampling Method ◽  
English Teachers ◽  
Teachers Perceptions

The study aims to identify the appropriateness of EFL Secondary School textbooks for distance learning from English Teachers’ Perceptions at public schools in Al-Mafraq governorate. The study sample consisted of (124) English teachers selected using random sampling method. To achieve the study objectives, an online survey was used. The study showed that the appropriateness degree of EFL Secondary school textbooks for distance learning from English teachers’ perceptions was moderate. It also revealed a statistically significant differences at (α = 0.05) in the appropriateness degree of EFL Secondary school textbooks for distance learning from English teachers’ perceptions in light of gender, in favor of males, while there were no statistically significant differences in light of experience and education

Going the Distance with Life Centered Career Education

1994 ◽  
Vol 13 (1) ◽  
pp. 64-67 ◽  
Author(s):  
Donn E. Brolin ◽  
Iva Dean Cook ◽  
Stephen O'keefe
Keyword(s):  
Public Schools ◽  
Distance Learning ◽  
Training Program ◽  
Rural Areas ◽  
Career Education ◽  
School Personnel ◽  
Transition Services ◽  
University Campuses ◽  
New Information ◽  
K 12

Federal and state mandates to provide transition services to students in the public schools requires educators to be trained to understand the concept and how to implement appropriate instruction and collaborative efforts in their programs. The authors of this article describe a distance learning project which can provide school personnel this training via satellite technology, on-campus courses, or inservice activities from their own staff. The Life Centered Career Education (LCCE) Curriculum, a comprehensive K-12 functional/life skills approach, is the focus of this training program. The distance learning option of the training program should be especially appealing to educators in rural areas for whom the cost and time involved in traveling to university campuses often limits their access to new information and training.

Successful Virtual Organizations as Collaboration Networks

2011 ◽  
pp. 169-183
Author(s):  
Jan Frick
Keyword(s):  
Public Schools ◽  
Vocational Training ◽  
Change Agent ◽  
Virtual Organizations ◽  
Relationship Building ◽  
Collaboration Networks ◽  
Open Door ◽  
Open Door Policy ◽  
Private Companies ◽  
Shared Benefit

This chapter describes two successful virtual organizations and tries to extract features that may have a role in their success. The first, TESA, is the oldest and was on the height of activity in the 80s. The second, RKK, is still increasing its activities. The chapter describes the lifecycle and recognized conditions for both cases. TESA is a network of private companies working for enhancing the competitiveness of the members, where RKK is a network of public schools working as a virtual vocational training vendor and enterprise. These cases seem to suggest that a “change agent” combined with a strategy of “open door” policy, relationship building, and shared benefit is important. ICT was never an issue with TESA but has an increasing importance for RKK, enabling a higher frequency of collaboration. Both cases seem to have an extensive relationship with surrounding infrastructure and mutual benefits.

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