Breaking Down the Brick-and-Mortar Wall: How to Integrate Virtual Education in K-12 Public Schools

2009 ◽  
Author(s):  
Kelsey D. Burwell
Keyword(s):  
Public Schools ◽  
Virtual Education ◽  
Brick And Mortar ◽  
K 12

The Next Frontier in Public Education

2011 ◽  
pp. 255-269
Author(s):  
Belinda M. Cambre
Keyword(s):  
Public Schools ◽  
School Choice ◽  
Charter Schools ◽  
Traditional Schools ◽  
Controversial Issues ◽  
For Profit ◽  
Accountability Measures ◽  
Traditional Public Schools ◽  
Brick And Mortar ◽  
K 12

Publicly funded alternatives to traditional public schools have taken place in the form of charter schools and, most recently, cyber charter schools. Cyber charter schools are fully online K-12 public schools and they “look” like traditional schools since students learn traditional subjects and are still subject to the same public accountability measures as their traditional brick and mortar counterparts. This chapter examines cyber charter schools in practice and summarizes the most controversial issues surrounding this form of school choice. Issues such as the legality of cyber charters under state charter laws; the allocation of per pupil funding; the use of for-profit companies in school management; ensuring access to cyber charters; and fulfilling state mandates top the list of salient issues with respect to cyber charter schools.

The Next Frontier in Public Education

2013 ◽  
pp. 1715-1729
Author(s):  
Belinda M. Cambre
Keyword(s):  
Public Schools ◽  
School Choice ◽  
Charter Schools ◽  
Traditional Schools ◽  
Controversial Issues ◽  
For Profit ◽  
Accountability Measures ◽  
Traditional Public Schools ◽  
Brick And Mortar ◽  
K 12

Publicly funded alternatives to traditional public schools have taken place in the form of charter schools and, most recently, cyber charter schools. Cyber charter schools are fully online K-12 public schools and they “look” like traditional schools since students learn traditional subjects and are still subject to the same public accountability measures as their traditional brick and mortar counterparts. This chapter examines cyber charter schools in practice and summarizes the most controversial issues surrounding this form of school choice. Issues such as the legality of cyber charters under state charter laws; the allocation of per pupil funding; the use of for-profit companies in school management; ensuring access to cyber charters; and fulfilling state mandates top the list of salient issues with respect to cyber charter schools.

scholarly journals Reimagining School Nursing: Lessons Learned From a Virtual School Nurse

2021 ◽  
pp. 1942602X2199643
Author(s):  
Bill Marrapese ◽  
Jenny M. Gormley ◽  
Kristen Deschene
Keyword(s):  
Public Schools ◽  
Virtual World ◽  
School Nurses ◽  
Virtual Schools ◽  
Lessons Learned ◽  
Virtual School ◽  
School Nursing ◽  
Job Description ◽  
Brick And Mortar ◽  
Ongoing Support

The COVID-19 pandemic has required thousands of public schools to quickly adapt to hybrid or fully remote models. These new models have presented unprecedented challenges for school nurses as they learn how to optimize their interactions with parents and students to provide ongoing support and monitoring of health. The growing reliance on virtual and hybrid public education is also placing new demands on school nurses to be versed in telehealth and school physicians to support their work. Greenfield Commonwealth Virtual School (GCVS) and other public virtual schools have been meeting these challenges for many years prior to the pandemic and have “lessons learned” to share with traditional “brick-and-mortar” nursing staff. GCVS students benefit from a climate that rewards collaboration between the health team, parents, teachers, and administrators, and this article will describe the role, job description, and other practices related to school nursing in a primarily virtual world.

Medication Administration Practices in United States’ Schools: A Systematic Review and Meta-synthesis

2021 ◽  
pp. 105984052110263
Author(s):  
Ashley A. Lowe ◽  
Joe K. Gerald ◽  
Conrad Clemens ◽  
Cherie Gaither ◽  
Lynn B. Gerald
Keyword(s):  
United States ◽  
Systematic Review ◽  
Public Schools ◽  
Medication Management ◽  
The United States ◽  
Medication Administration ◽  
Full Time ◽  
Level Of Training ◽  
K 12 ◽  
Keyword Searches

Schools often provide medication management to children at school, yet, most U.S. schools lack a full-time, licensed nurse. Schools rely heavily on unlicensed assistive personnel (UAP) to perform such tasks. This systematic review examined medication management among K-12 school nurses. Keyword searches in three databases were performed. We included studies that examined: (a) K-12 charter, private/parochial, or public schools, (b) UAPs and licensed nurses, (c) policies and practices for medication management, or (d) nurse delegation laws. Three concepts were synthesized: (a) level of training, (b) nurse delegation, and (c) emergency medications. One-hundred twelve articles were screened. Of these, 37.5% (42/112) were comprehensively reviewed. Eighty-one percent discussed level of training, 69% nurse delegation, and 57% emergency medications. Succinct and consistent policies within and across the United States aimed at increasing access to emergency medications in schools remain necessary.

scholarly journals Assessing the impacts of school entrepreneurial initiatives

2019 ◽  
Vol 26 (2) ◽  
pp. 273-288 ◽  
Author(s):  
Matthias Pepin ◽  
Etienne St-Jean
Keyword(s):  
Public Schools ◽  
Positive Impact ◽  
Personal Control ◽  
School Level ◽  
Control Group ◽  
Content Type ◽  
Entrepreneurial Attitudes ◽  
Enterprise Education ◽  
K 12 ◽  
Experimental Group

Purpose Many countries around the world have now introduced entrepreneurship into their curricula and educational practices, starting at the elementary school level. However, recent studies show the relative (un)effectiveness of K-12 enterprise education on diverse learning outcomes. The purpose of this paper is to report on a research aimed at assessing the impacts of enterprise education on students’ entrepreneurial attitudes. Design/methodology/approach The authors conducted a quasi-experiment between May and June 2017 to assess the entrepreneurial potential of students at Elementary Cycle 3 (10–12 years) in Quebec, Canada. Relying on attitude theory, the authors used Athayde’s Attitudes toward Enterprise for Young People test, which assesses students’ entrepreneurial potential through four entrepreneurial attitudes (leadership, creativity, achievement and personal control). The experimental group consisted of 11 classes which had conducted an entrepreneurial project during the 2016–2017 school year (n = 208 students), while the 7 classes of the control group had not (n=151 students). Findings At first glance, data showed no difference between the two groups. Further investigation showed that private and Freinet (public) schools’ students, both from the control group, show significantly higher leadership scores than those of the experimental group. In-depth analyses also show that increasing the number of entrepreneurial projects significantly impacted three of the four attitudes assessed, although negligibly. Research limitations/implications Taken together, those results question the relevance of single entrepreneurial activities in developing students’ entrepreneurial attitudes. They also suggest the positive impact of a progressive, constructivist pedagogy in developing such entrepreneurial attitudes. Moreover, the paper raises several factors likely to impact students’ entrepreneurial attitudes for further research. Originality/value K-12 enterprise education remains an understudied context, largely crossed by unproven statements. This research contributes to understand and give direction to educational initiatives targeting the development of young students’ entrepreneurial attitudes.

Accountability Challenges in Networks and Partnerships: Evidence from Educational Partnerships in the United States

2004 ◽  
Vol 70 (2) ◽  
pp. 331-344 ◽  
Author(s):  
Muhittin Acar ◽  
Peter J. Robertson
Keyword(s):  
United States ◽  
Public Schools ◽  
Field Research ◽  
The United States ◽  
Public Private Partnerships ◽  
Interorganizational Networks ◽  
Access To Information ◽  
Educational Partnerships ◽  
Non Profit ◽  
K 12

The study from which this article is drawn constitutes one of the first attempts to remedy the paucity of research on accountability in the context of interorganizational networks and public–private partnerships. The data for the study were drawn from field research focusing particularly on partnerships formed between K-12 public schools and private and/or non-profit organizations in the United States. The most frequently cited difficulties associated with accountability in partnerships were the availability of and access to information, sectoral and personal differences, and frequent changes in personnel, resources, and partners.

A New Understanding of our Confusion

2017 ◽  
pp. 582-604 ◽  
Author(s):  
Christopher Seals ◽  
Akesha Horton ◽  
Inese Berzina-Pitcher ◽  
Punya Mishra
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Growth And Development ◽  
Selection Process ◽  
Development Program ◽  
Chicago Public Schools ◽  
Holistic View ◽  
Stem Instruction ◽  
K 12 ◽  
The U.S

This chapter discusses the philosophies and practices that drive the MSUrbanSTEM Leadership & Teaching Fellowship Program. This multi-year project offers a professional development program to a selected cohort of K-12 STEM educators from Chicago Public Schools, one of the largest urban districts in the U.S. This chapter provides a holistic view of the program, shares the fellow selection process, and focuses on the strategically developed curriculum and the theoretical bases for the chosen pedagogy. This allows the authors to explore the psychological and philosophical principles, based on the idea of accepting confusion, and embracing failure in beliefs about pedagogy and STEM instruction, which are used to expand the skills and abilities of these selected urban school teachers. Finally, we provide some initial findings about the teachers' growth and development both in their efficacy and leadership abilities.

K-20 Technology Partnerships in a Rural Community

2009 ◽  
pp. 620-632
Author(s):  
Linda R. Lisowski ◽  
Claudia C. Twiford ◽  
Joseph A. Lisowski ◽  
Quintin Q. Davis ◽  
Rebecca F. Kirtley
Keyword(s):  
Public Schools ◽  
Rural Community ◽  
21St Century ◽  
21St Century Learning ◽  
Lessons Learned ◽  
Roles And Responsibilities ◽  
Use Of Technology ◽  
Technology Partnerships ◽  
And Mathematics ◽  
K 12

Public schools need to address issues of 21st century literacy, which go beyond reading and mathematics to include teamwork and technological proficiency. The authors have worked collaboratively to develop K-20 technology partnerships that provide 21st century learning to benefit all stakeholders. In this chapter, the authors discuss three of these partnerships and the benefits and barriers associated with them. Lessons learned included the need for: 1) immediately available technological and pedagogical support; 2) formalized roles and responsibilities between K-12 and university partners; 3) personnel who can take over a role or responsibility in emergencies; and 4) opportunities to plan ahead together. The authors hope that their lessons learned can inform other K-20 collaborations as they develop innovative 21st century partnerships through the use of technology.

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