An Historical Perspective of the School-University Partnership Movement in American Education and the Current Landscape

2021 ◽  
pp. 1-32
Keyword(s):  
Higher Education ◽  
Educational Change ◽  
Historical Perspective ◽  
American Education ◽  
Educational Partnerships ◽  
Different Types ◽  
University Partnership ◽  
K 12 ◽  
The U.S

This introductory chapter provides readers with an historical perspective of the school-university partnership movement in American education covering periods from the early 1800s to 2020. Seven phases of the movement are delineated and discussed. The current landscape of different types of educational partnerships prevalent today in the U.S. are identified and described, along with remarks made about the COVID-19 pandemic and the need for expanded partnerships and research. The chapter concludes with the author's perspective on partnerships, the context and the book's focus on research and partnerships for educational change and improvement. Also, comments are made regarding an emerging trend toward the convergence and alignment of K-12 and higher education (13-16).

The Oxford Handbook of Religion and American Education

2018 ◽  
Keyword(s):  
Higher Education ◽  
United States ◽  
Public Schools ◽  
The United States ◽  
Private Higher Education ◽  
American Education ◽  
Public And Private ◽  
British America ◽  
The Bible ◽  
K 12

The Oxford Handbook of Religion and American Education brings together preeminent scholars to craft a comprehensive survey and assessment of the study of religion and education in the United States. Religion has been inextricably entwined with education in the United States since the days of colonial British America. Beginning with mothers schooling their children at home from the Bible, to the first establishment of Harvard College in 1636 with the principal mission to prepare clergy, the place of religion—and more to the point, whose religion and for what purpose—has been vigorously contested for nearly 400 years. This handbook aims to examine the current state of religion and American education from homeschooling to private religious schools to public schools to religious institutions and on through the range of public and private higher education. The book is organized into five sections: Frameworks; Lifespan Faith Development; Faith-Based K-12 education; Religion and Public Schools; and Religion and Higher Education. Within these sections forty leading scholars in the field of religion and education review these topics in thirty chapters. The contributors offer an in-depth synthesis of major issues within the field, while contributing to lively debates about the links between landmark research contributions and contemporary research agendas. Designed for an interdisciplinary audience, the Oxford handbook serves as a legacy project for leading scholars who are critically shaping the future direction of the field of religion and American education.

Semantic Computing for Education

2015 ◽  
Vol 09 (03) ◽  
pp. 395-413 ◽  
Author(s):  
Jennifer Jin ◽  
Mira Kim ◽  
Pete Rivett
Keyword(s):  
Higher Education ◽  
Education System ◽  
Teaching Material ◽  
Education Curriculum ◽  
Higher Education Curriculum ◽  
Vast Amount ◽  
Different Types ◽  
E Learning ◽  
K 12 ◽  
Semantic Computing

There are challenges educators face in delivering the vast amount of teaching material to students. Using ontologies could solve some of these issues. We survey different types of ontologies available that could aid educators teach students. We discuss how ontologies may help improve the education system for K-12, higher education, curriculum creating, e-learning, etc. We analyze the efficacy of the ontologies available as well as the challenges educators face and how to make improvements.

A K-20 Holistic Partnership for Change and Improvement

2021 ◽  
pp. 33-79
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Conceptual Framework ◽  
Student Learning ◽  
Continuous Improvement ◽  
Research Approach ◽  
American Education ◽  
Model Research ◽  
Theoretical Assumptions ◽  
K 12

This chapter identifies the theoretical assumptions and a conceptual framework for a holistic and integrative partnership focused on change and improvement in K-20 education and teacher education. Such K-20 partnerships are based on the notion that an organic and integrated whole has a reality independent and greater than the sum of its parts. The author presents the case and urgent need today for re-inventing education by joining and converging the K-12 and higher education (13-20) sectors for an improved system of education and student learning. Included in the schema is the students' voice in the process of change. The essential and transportable elements of a K-20 holistic partnership in education are explained and two successful theory-into-practice examples of partnerships—Project SCOPE I and II—are briefly described. Also a model research approach and perspective on change and continuous improvement for the transformation of American education is offered.

scholarly journals Feather Boas, Black Hoodies, and John Deere Hats: Discussions of Diversity in K-12 and Higher Education

2020 ◽  
Vol 4 (2) ◽  
pp. 306-310
Author(s):  
Tamala Martin
Keyword(s):  
Higher Education ◽  
United States ◽  
Culturally Responsive ◽  
The United States ◽  
Learning Modules ◽  
Culturally Responsive Practices ◽  
United States Population ◽  
K 12 ◽  
The U.S

According to the 2010 Census, it is reported that White individuals made up 60.1% of the United States’ population, yielding a population of nearly 40% of individuals from various other races. Given the diverse nature of the U.S., culturally responsive practices and learning modules are imperative to the health and growth of our nation. Joseph R. Jones’ metaphorically titled book Feather Boas, Black Hoodies, and John Deere Hats: Discussions of Diversity in K- 12 and Higher Education speaks to inequities experienced by those entrenched in the fate of “other-ism” by the lack of inclusivity in such a way that galvanizes the reader to relate and reflect on their own experience enough to want to have a conversation.   

Introduction

2018 ◽  
Author(s):  
Michael D. Waggoner ◽  
Nathan C. Walker
Keyword(s):  
Higher Education ◽  
Public Schools ◽  
Faith Development ◽  
Private Higher Education ◽  
American Education ◽  
Religious Institutions ◽  
Public And Private ◽  
Current State ◽  
Future Direction ◽  
K 12

In the Introduction, co-editors Michael D. Waggoner and Nathan C. Walker articulate the purpose of The Oxford Handbook of Religion and American Education, which is to examine the current state of religion and American education from homeschooling to private religious schools to public schools to religious institutions and on through the range of public and private higher education. They explain that the book is organized into five sections: Frameworks; Lifespan Faith Development; Faith-Based K-12 education; Religion and Public Schools; and Religion and Higher Education. Within these sections forty leading scholars in the field of religion and education, review these topics in thirty chapters. The contributors offer an in-depth synthesis of major issues within the field, while contributing to lively debates about the links between landmark research contributions and contemporary research agendas. Designed for an interdisciplinary audience, the Oxford handbook serves as a legacy project for leading scholars who are critically shaping the future direction of the field of religion and American education.

Chinese Education in the United States: Players and Challenges

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Yun Xiao
Keyword(s):  
Higher Education ◽  
School System ◽  
Heritage Language ◽  
Chinese Community ◽  
Chinese Education ◽  
Heritage Language Schools ◽  
Community Heritage ◽  
Language Schools ◽  
K 12 ◽  
The U.S

AbstractSince the turn of the twenty-first century, China has emerged as the second largest economy in the world. In the U.S., Chinese speakers became the second largest non-English-speaking population, and Chinese education obtained unprecedented opportunities in both the K-12 school system and higher education. Various players have contributed to this development, with the major ones being (1) the U.S.-government funded National Security Language Initiatives (NSLI), (2) the long existing Chinese community heritage language schools, and (3) China’s Confucius Institute (CI) program. The NSLI has created a number of meaningful projects such as the Foreign Language Assistance Program, the Teacher Exchange and Summer Language Institutes Youth Exchanges, the Flagship Program, and STARTALK, in which the Chinese language is the focus. The Chinese community heritage language schools have a history of over 150 years in the U.S. and are enrolling 200,000 Chinese students (estimated), more than the U.S. K-12 schools and higher education combined. China’s CI program has established 97 CIs and 357 Confucius classrooms in the U.S., which have reached millions of American people and students. However, the present data show that there lacks a coherent language policy in the U.S. education system. Although the above players have joined forces and made great contributions to the development of U.S. Chinese education, each of them is facing significant challenges. On the one hand, NSLI and Chinese community heritage language schools are both on the sidelines of the American public school system. On the other, with CI’s fast expansion, concerns and criticisms grow regarding its role in the context of U.S. higher education. Some of the concerns have been translated into negative actions and policies.

The Real School Safety Problem

2016 ◽  
Author(s):  
Aaron Kupchik
Keyword(s):  
Police Officers ◽  
School Safety ◽  
Zero Tolerance ◽  
Safe Schools ◽  
Original Research ◽  
School Security ◽  
Safety Problem ◽  
The Real ◽  
K 12 ◽  
The U.S

Since the 1990s, K-12 schools across the U.S. have changed in important ways in an effort to maintain safe schools. They have added police officers, surveillance cameras, zero tolerance policies, and other equipment and personnel, while increasingly relying on suspension and other punishments. Unfortunately, we have implemented these practices based on assumptions that they will be effective at maintaining safety and helping youth, not based on evidence. The Real School Safety Problem addresses this problem in two ways. One, it provides a clear discussion of what we know and what we don’t yet know about the school security and punishment practices and their effects on students and schools. Two, it offers original research that extends what we know in important ways, showing how school security and punishment affects students, their families, their schools and their communities years into the future. Schools are indeed in crisis. But the real school safety problem is not that students are either out of control or in danger. Rather, the real school safety problem is that our efforts to maintain school safety have gone too far and in the wrong directions. As a result, we over-police and punish students in a way that hurts students, their families and their communities in broad and long-lasting ways.

Educational Transformation through Online Learning: To Be or Not to Be

2010 ◽  
Vol 14 (4) ◽  
Author(s):  
Anthony G Picciano ◽  
Jeff Seaman ◽  
I. Elaine Allen
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Instructional Quality ◽  
The United States ◽  
American Education ◽  
Institutional Mission ◽  
Educational Transformation ◽  
Related Research ◽  
Student Access ◽  
K 12

The purpose of this article is to examine online learning at the macro level in terms of its impact on American K-12 and higher education. The authors draw on six years of data that they have collected through national studies of online learning in American education as well as related research to do a critical and balanced analysis of the evolution of online learning in the United States and to speculate where it is going. Their collection of data represents some of the most extensive research examining online learning in the totality of K-20 education. Issues related to the growth of online learning, institutional mission, student access, faculty acceptance, instructional quality, and student satisfaction are explored. Of particular importance is an attempt to determine if online learning is in fact transforming American education in its essence and to speculate on the future.

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