Understanding Parent Experiences and Supporting Autistic Children in the K-12 School System

2022 ◽  
Keyword(s):  
School System ◽  
Autistic Children ◽  
Parent Experiences ◽  
K 12

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.

scholarly journals Decolonizing cyberspace: Online support for the Nunavut MEd

2011 ◽  
Vol 12 (4) ◽  
pp. 17 ◽  
Author(s):  
Alexander McAuley ◽  
Fiona Walton
Keyword(s):  
Student Success ◽  
School System ◽  
Online Support ◽  
Collaborative Effort ◽  
Online Environment ◽  
Design Decisions ◽  
Face To Face ◽  
K 12 ◽  
Master Of Education ◽  
Design Challenges

Offered between 2006 and 2009 and graduating 21 Inuit candidates, the Nunavut Master of Education program was a collaborative effort made to address the erosion of Inuit leadership in the K-12 school system after the creation of Nunavut, Canada’s newest territory, in 1999. Delivered to a large extent in short, intensive, face-to-face courses, the program also made extensive use of online supports. This paper outlines the design challenges – geographical, technological, pedagogical, and cultural – that faced the development and delivery of the online portion of the program. It highlights the intersection of the design decisions with the decolonizing principles that framed the program as a whole, the various and varying roles played by the online environment over the course of the program, and the program’s contribution to student success.

Affinity spaces: How young people live and learn on line and out of school

2018 ◽  
Vol 99 (6) ◽  
pp. 8-13 ◽  
Author(s):  
James Paul Gee
Keyword(s):  
Young People ◽  
School System ◽  
Learning Opportunities ◽  
The Internet ◽  
Formal Approach ◽  
Knowledge And Skills ◽  
Affinity Spaces ◽  
Powerful Learning ◽  
On Line ◽  
K 12

In the digital age, young people’s most powerful learning opportunities often occur online, in experiences and environments created by people working outside of the K-12 school system. In a sense, the internet has given new life to an older, less formal approach to education, in which individuals seek out and learn from others who share their interests. While schools remain critically important, teachers need to understand that more and more of their students are looking elsewhere to develop their knowledge and skills.

Implementing a Course Management System in a Religious School Cooperative

2013 ◽  
pp. 57-75
Author(s):  
Angela D. Benson ◽  
Sharon Y. Tettegah
Keyword(s):  
School System ◽  
Management System ◽  
Course Management System ◽  
Course Management ◽  
Public And Private ◽  
Religious School ◽  
District Office ◽  
Individual School ◽  
K 12 ◽  
First Time

Public and private K-12 schools are turning to course management systems to provide enhanced classroom and online learning opportunities for students. This case describes the system-wide implementation of a course management system to serve 3000 students in a school system consisting of 12 independent church schools in a southeastern state. The challenges this project faced included the geographic dispersion of the involved schools and project team, the variance in individual school populations, and the limited in-house support staff available in the district office and in the schools to support the project. The project manager introduced another challenge by choosing to use formal project management methodologies and tools for the first time in the school system with this project.

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