scholarly journals Responding to COVID-19 With the Aid of Mutually Beneficial Partnerships in Education

2021 ◽  
Vol 5 ◽  
Author(s):  
Manuelito Biag ◽  
Louis M. Gomez ◽  
David G. Imig ◽  
Ash Vasudeva
Keyword(s):  
Leadership Education ◽  
Educational Systems ◽  
Learning Needs ◽  
Social Emotional ◽  
Health Crisis ◽  
Systems Perspective ◽  
Essential Resource ◽  
Education And Development ◽  
K 12 ◽  
Local Education Agencies

The COVID-19 pandemic has altered the structures and routines of K-12 education. Districts and school systems worldwide continue to adapt their ways of working to address a variety of challenges–many of whose dimensions are complex, dynamic, and not entirely known. Without cooperation and collaboration among stakeholders, institutions, and communities, we will be less able to address students’ social, emotional, and learning needs. In this paper, we present evidence that suggests mutually beneficial partnerships between local education agencies (LEAs) and institutions of higher education (IHEs), grounded in improvement science, can serve as an essential resource to address dilemmas brought about by the pandemic. We examine the work of four partnerships in the Improvement Leadership Education and Development (iLEAD) Network. Our analysis suggests that what matters in this period of uncertainty is that partnerships take a systems perspective, pay direct attention to the needs of critical users, avoid pre-determined programs and solutions, and engage in disciplined inquiry across institutional boundaries to affect positive and lasting change. A deeper understanding of how these partnerships operate–their principles, routines, methods, and tools–can help educational systems support students during the current global health crisis.

School Building Administrator Reports of Screening Practices Across Academic, Behavioral, and Health Domains

2021 ◽  
pp. 109830072110033
Author(s):  
Amy M. Briesch ◽  
Sandra M. Chafouleas ◽  
Jennifer N. Dineen ◽  
D. Betsy McCoach ◽  
Aberdine Donaldson
Keyword(s):  
The United States ◽  
Risk Identification ◽  
Survey Study ◽  
School Building ◽  
Social Emotional ◽  
Behavioral Screening ◽  
Screening Practices ◽  
School Based ◽  
Health Domains ◽  
K 12

Research conducted to date provides a limited understanding of the landscape of school-based screening practices across academic, behavioral, and health domains, thus providing an impetus for the current survey study. A total of 475 K–12 school building administrators representing 409 unique school districts across the United States completed an online survey, which assessed current school-based screening practices across domains from the point of data collection to intervention selection. Whereas 70% to 81% of the respondents reported the use of universal screening across health and academic domains, respectively, only 9% of the respondents endorsed the use of universal social, emotional, and behavioral screening. In addition, discrepancies were identified across domains with regard to such factors as (a) who reviews screening data, (b) how screening data are used to determine student risk, and (c) how interventions are designed for those students demonstrating risk. The lack of consensus in practice calls for dissemination concerning best practices in the implementation of social, emotional, and behavioral screening; risk identification; and Tier 1 intervention.

scholarly journals Helping Children to Learn at Home: A Family Project to Support Young English-Language Learners

2012 ◽  
Vol 29 ◽  
pp. 224 ◽  
Author(s):  
Mary-Anne Jasinski
Keyword(s):  
English Language Learners ◽  
English Language ◽  
Community Education ◽  
Children And Youth ◽  
Learning Needs ◽  
Complex Needs ◽  
Canadian Education ◽  
Evaluation Phase ◽  
K 12 ◽  
At Home

The Coalition for Equal Access to Education (CEAE) is a Calgary-based nonprofit organization committed to working with community, education, and government stakeholders to promote access to quality, equitable education and services for K-12 English-as-a-second-language (ESL) learners. CEAE is active in developing innovative projects, research publications, and informing policy and decision-makers on issues that affect education and services for children and youth. In addition, the organization engages in community development initiatives through literacy development support for ethnocultural children and youth, leadership training on active parental involvement, and promotion of systemic change and cultural competence. In its work to address the complex needs of ESL children, families, and the professionals who support them, the CEAE has developed Helping Children Learn at Home, a parents’ program that supports ethnocultural parents in creating healthy learning environments in the home, in understanding better and addressing their young children’s learning needs, learning about the Canadian education system, and contributing to decision-making processes in schools and in the community that affects their children’s educational success. This article describes the program and the pilot session completed in February 2011. The evaluation phase included feedback from the participants, the CEAE staff, and the curriculum developers in order to produce and publish a completed version of the document, which will be available for use by other agencies.

The Affective Phenomena of Childhood Trauma

2020 ◽  
pp. 204-222
Author(s):  
Claire Steele ◽  
Theresa Neimann
Keyword(s):  
Experiential Learning ◽  
Brain Development ◽  
Childhood Trauma ◽  
Experiential Education ◽  
Social Emotional Learning ◽  
Brain Health ◽  
Social Emotional ◽  
Education Data ◽  
K 12 ◽  
Better Than

Childhood trauma and stress affects learning. John Dewey's theories of progressive, experiential education data suggest that experiential education positively correlates not only to comprehension, but also to attitudes towards learning as a whole, and towards student self-esteem and ultimately brain health. However, experiential learning is affected by brain development and childhood stress. Experiential learning, particularly project-based curricula, have demonstrated positive outcomes in students from grades K-12. When assessments are adjusted to reflect content actually covered by a given project, students who learned through the project-based method performed significantly better than students in the comparison group, suggesting that experiential education enhances brain development and brain health in the areas of social emotional learning and improves comprehension and retention of material.

Transforming K-12 Classrooms With Digital Technology

2017 ◽  
pp. 1506-1530
Author(s):  
Robert J. Leneway
Keyword(s):  
20Th Century ◽  
21St Century ◽  
Emerging Technologies ◽  
New Technology ◽  
Digital Technologies ◽  
Learning Needs ◽  
Data Systems ◽  
Industrial Age ◽  
Evaluative Research ◽  
K 12

Powerful emerging technologies, data systems, and communications have converged to change how we play, work, communicate, learn, and even what we think. It is fundamentally changing our institutions and support systems, especially our schools and their classrooms. Thus, the teachers that use these classrooms need to also change. If schools and classroom designed for a 20th century industrial age are to survive, then how do they need to be transformed to respond to the rapidly changing needs of today's 21st century students? There is currently much “hype” on what technology can do for students and their classrooms. This chapter explores what the research says works regarding the integration of digital technologies for schools, teachers, and most importantly the 21st century students that today's classrooms are intended to serve. However, with most emerging technologies, the research has not kept pace with the ever increasing advance, so this chapter also highlights some of the promising new technology devices, programs, and educational practices in need of quality evaluative research. By exploring how today's students and their learning needs are being changed by current and emerging promising digital technologies, a personal vision for the reader should begin to emerge on how schools might transform their 20th century teachers and classrooms into spaces, including virtual spaces, that better serve today's 21st century students.

The School Counselor's Role in Supporting Military-Connected Youth

2021 ◽  
pp. 175-192
Author(s):  
Taqueena Sharell Quintana
Keyword(s):  
School Counselors ◽  
Emotional Development ◽  
Educational Experiences ◽  
Future Research ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Transitional Challenges ◽  
K 12 ◽  
High Degree ◽  
And Training

Throughout their K-12 educational experiences, military-connected youth often face a high degree of uncertainty and mobility due to their parent's service. These transitions often create stressors that impact the academic and social-emotional development of children and adolescents from military families. Because of their position and training, school counselors play an important role in addressing the educational needs of military-connected youth. Within this chapter, the author discusses military culture, describes the transitional challenges in which military-connected youth experience and highlights ways in which school counselors can utilize interventions to support this unique population. Recommendations and suggestions for future research are also explored.

Conclusion: Implications for the Future

2017 ◽  
Author(s):  
Ron Astor ◽  
Rami Benbenishty
Keyword(s):  
School Administrators ◽  
Policy Research ◽  
Emotional Learning ◽  
National Commission ◽  
Democratic Process ◽  
School Life ◽  
Social Emotional ◽  
Educational Mission ◽  
Social And Emotional ◽  
K 12

Currently, as this book is being written, there is a national trend toward integrating social- emotional learning (SEL) and positive school climates into the academic mission of the school. The Every Student Succeeds Act (ESSA); the Aspen Institute’s National Commission on Social, Emotional, and Academic Development; the National Center on School Climate; the Collaborative for Academic, Social, and Emotional Learning; and other organizations have put forth strong policy, research, and practice agendas to include these important variables as a focus of K- 12 schooling in the United States and worldwide. The authors of this guide aim to extend this effort to more school systems around the world, and the examples included here support this national and international effort. The ideas and practices presented in this guide, however, go beyond a specific point in history. The assumptions and values underlying supportive school monitoring are central to the educational mission of schools. Supportive monitoring is democratic and empowering for all school constituencies. Listening to the voices of students, parents, and staff, sharing what has been heard, and acting upon it reflect a democratic process. Supportive school monitoring can make this democratic process an ordinary magic, performed every day in schools as part of ongoing practice. The focus on each individual school and providing opportunities to tailor- fit the supportive monitoring system— or at least significant parts of this system— to each school’s needs is a remedy against “one- size- fits- all” solutions. It helps the school discover and maintain its uniqueness without rejecting accountability altogether. By making supportive monitoring an integral part of school life, accountability systems are not an oppressive outside intervention in the school. Instead, they are a path toward responsible and responsive education that is based on values and data- driven at the same time. Educators teach students about the importance of data in making key decisions. They encourage students to look for the most accurate data and take advantage of it. Sadly, however, many school administrators and teachers dread data, mainly because it’s been used to punish schools and teachers.

iPad Usage and Appropriate Applications

2017 ◽  
pp. 185-212
Author(s):  
Julia Bennett ◽  
Fan-Yu Lin
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Mobile Learning ◽  
21St Century ◽  
Mobile Device ◽  
Educational Systems ◽  
Access To Information ◽  
Ubiquitous Access ◽  
K 12 ◽  
Ipad Applications

Mobile learning, learning delivered or accompanied by any handheld or individual device that contributes to increasing knowledge or skills, has continuously become popular in educational systems in the 21st century. Apple's iPad has been a popular mobile device that has been chosen for us in 1-to-1 learning environments. Research suggests that utilizing iPads in educational settings is beneficial due to its affordance, portability, ubiquitous access to information, ability to communicate with other iPad users, and the opportunity it offers to showcase creativity and individuality through various applications. Studies have found value in providing students with their own iPads. This chapter overviews both the benefits and concerns of iPad usage in K-12 classrooms. Furthermore, specific web and iPad applications are discussed. When educators take appropriate steps to create a controlled learning environment, concerns and limitations regarding mobile learning with an iPad can be diminished.

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.

scholarly journals NiCE Teacher Workshop: Engaging K-12 Teachers in the Development of Curricular Materials That Utilize Complex Networks Concepts

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Emma Towlson ◽  
Lori Sheetz ◽  
Ralucca Gera ◽  
Jon Roginski ◽  
Catherine Cramer ◽  
...  
Keyword(s):  
Network Science ◽  
Lesson Plans ◽  
Educational Systems ◽  
Technological Systems ◽  
Classroom Education ◽  
Teacher Workshop ◽  
Curricular Materials ◽  
K 12 ◽  
Science Show ◽  
Over Time

Our educational systems must prepare students for an increasingly complex and interconnected future, but teachers facing this task are not equipped to prepare students to succeed. Network science–the study of how biological, social, physical and technological systems interconnect, how the structure of those connections evolve over time, and how those structures and behaviors inform our understanding of them–is a pathway to deepening engagement with the kinds of complex problems these students will have to deal with as adults in the workforce. We recently held the Networks in Classroom Education (NiCE) workshop for a group of 21 K-12 teachers with various disciplinary backgrounds. The explicit aim of the workshop was to introduce them to concepts in network science, show them how these concepts can be utilized in the classroom, and empower them to develop resources using these concepts, in the form of lesson plans, for themselves and for the wider community. Here we detail the nature of the workshop and present its outcomes, including a set of publicly available innovative lesson plans. We also discuss the future development of the successful integration of network science in K-12 education and its importance in inspiring and enabling our teachers.

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