scholarly journals How Mexican Americans Achieve Equality in K-12 Education in the United States

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Li Liu
Keyword(s):  
United States ◽  
Public Education ◽  
20Th Century ◽  
Education System ◽  
Mexican Americans ◽  
The United States ◽  
Social Activities ◽  
Public Education System ◽  
Education Equality ◽  
K 12

This article examined how Mexican Americans in the United States fought for their education equality in the K-12 public education system in the 20th century. Mexican Americas who suffered from segregated education and exclusion from administration at the beginning of last century launched legal battles, acquired administrative power and teaching positions, and conducted social activities. Their fighting enabled them to access unsegregated K-12 education. Although inequality still exists in the education system, the Mexican Americans爷endeavor for education equality is unwavering.

TEACHERS' EXPECTATIONS OF THE IMPACT OF E-LEARNING ON KUWAIT’S PUBLIC EDUCATION SYSTEM

2006 ◽  
Vol 34 (6) ◽  
pp. 711-728 ◽  
Author(s):  
Fayiz Aldhafeeri ◽  
Mohammed Almulla ◽  
Bandar Alraqas
Keyword(s):  
Public Education ◽  
Education System ◽  
Learning System ◽  
Learning Technology ◽  
Public Education System ◽  
The Public ◽  
E Learning ◽  
Access To Knowledge ◽  
K 12 ◽  
The Impact

E-learning has emerged as a necessity to meet the challenges posed by the development of information technology and its potential for greater access to knowledge. E-learning technology is becoming more visible in schools in many parts of the world. Kuwait, like many other countries, has started to study the adoption of an E-learning system in K-12. E-learning in schools must meet certain standards that make students competent in a number of areas. The purpose of this study is to investigate teachers' opinions of the impact of E-learning on the public education system in Kuwait. Based on responses by 519 teachers, to a questionnaire survey consisting of 36 items, the study identifies the following six educational improvement areas: 1) basic operations and computer concepts; 2) ethical and human issues; 3) productivity tools; 4) research tools; 5) problem-solving and decision-making tools; and 6) communication tools.

scholarly journals Using the EBAM Across Educational Contexts: Calibrating for Technical, Policy, Leadership Influences

2019 ◽  
Vol 14 (4) ◽  
Author(s):  
Brenton Cyriel Faubert ◽  
Anh Thi Hoai Le ◽  
Donna Swapp ◽  
Georges Wakim ◽  
Kaitlyn Watson
Keyword(s):  
United States ◽  
Decision Making ◽  
Public Education ◽  
Significant Influence ◽  
The United States ◽  
Evidence Based ◽  
Educational Context ◽  
Academic Literature ◽  
Rigorous Approach ◽  
K 12

This article reports on a rigorous approach developed for calibrating the Evidence-Based Adequacy Model to suit the Ontario K–12 public education context, and the actual calibrations made. The four-step calibration methodology draws from expert consultations and a review of the academic literature. Specific attention is given to the technical revisions and, importantly, the significant influence of policy(values) and leaders’ decision-making on the calibration process. It also presents emerging implications for leaders and researchers who are considering calibrating the EBAM for use in their educational context. Calibrating the instrument was a necessary step before use in a jurisdiction outside of the United States, where the model was developed, and our team has been the first to outline a methodology and bring Canadian evidence to the discussion.

The Development of Education in the United States

2021 ◽  
pp. 24-49
Keyword(s):  
United States ◽  
Public Education ◽  
21St Century ◽  
Teaching And Learning ◽  
The United States ◽  
Public Schooling ◽  
History Curriculum ◽  
Religious Dogma ◽  
K 12 ◽  
Curriculum Organization

This chapter is an effort to understand the progression of K-12 public schooling within the United States so that we may then recognize how we will proceed in the digital expansion of this education system going forward into the 21st century. Discourse will address the philosophy, history, curriculum, organization, and responsibility of educators from the late 1700s to the present. Though often rooted in scientific findings or religious dogma, the day-to-day enactment of teaching and learning by educators and students involves continual re-imagining and pragmatic re-configuring to address the challenges of teaching and learning. Understanding the purpose of K-12 public education in the United States within the 21st century model involves the discovery and compilation of several different education interpretations and viewpoints. To understand where the direction of this particular nation's model, it is necessary to understand the direction from where it has come and how past events shaped the present education systems.

scholarly journals William Frantz Public School: One School, One Century, Many Stories

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Connie Lynn Schaffer ◽  
Corine Meredith Brown ◽  
Meg White ◽  
Martha Graham Viator
Keyword(s):  
United States ◽  
Public School ◽  
Public Education ◽  
Charter Schools ◽  
New Orleans ◽  
Significant Role ◽  
Urban Areas ◽  
Black Student ◽  
The United States ◽  
K 12

William Frantz Public School (WFPS) in New Orleans, Louisiana, played a significant role in the story of desegregation in public K-12 education in the United States. This story began in 1960 when first-grader, Ruby Bridges, surrounded by federal marshals, climbed the steps to enroll as the school’s first Black student. Yet many subsequent stories unfolded within WFPS and offer an opportunity to open the discourse regarding systemic questions facing present-day United States public education - racial integration, accountability, and increasing support for charter schools. In this article, these stories are told first in the context of WFPS and then are connected to parallels found in other schools in New Orleans as well as other urban areas in the United States.

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