Diversity in K-12 CS education across the U.S.

2016 ◽  
Author(s):  
Jennifer Wang ◽  
Hai Hong ◽  
Sepehr Hejazi Moghadam
Keyword(s):  
K 12 ◽  
The U.S

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.

scholarly journals The Charter School Law in Massachusetts: Analysis, Commentary, Wish

2014 ◽  
Vol 100 ◽  
pp. 97-104
Author(s):  
David I. Rubin
Keyword(s):  
Public Education ◽  
Charter School ◽  
School Law ◽  
Political Agenda ◽  
Liberal Democratic ◽  
Testing Ground ◽  
K 12 ◽  
Charter School Law ◽  
The U.S

Nowhere is the link between the right's national political agenda and the privatization of public education clearer than in Massachusetts.  In November 1995, just weeks before announcing that he would run for the U.S. Senate against the liberal Democratic incumbent John Kerry, Governor William Weld unveiled a truly radical plan for reshaping K-12 education that could make Massachusetts the testing ground for every weapon in the privatization arsenal.

“It's Different Here”: Complicating Concepts of College Knowledge and First Generation through an Immigrant Lens

2018 ◽  
Vol 120 (11) ◽  
pp. 1-36
Author(s):  
Chrystal A. George Mwangi
Keyword(s):  
United States ◽  
College Preparation ◽  
First Generation ◽  
Immigrant Families ◽  
The United States ◽  
College Knowledge ◽  
K 12 ◽  
First Generation To College ◽  
College Educated ◽  
The U.S

Background/Context Children of immigrants are the fastest growing segment of the U.S. child population, and these children are increasingly entering the U.S. educational pipeline and seeking access to college. Gaining access to college in the United States requires college knowledge. Yet, obtaining college knowledge can be difficult for immigrant families, who may lack familiarity with the U.S. education system. Although one third of all immigrants possess a college degree, many earned their degree abroad or in the United States as international students and/or adult learners. Therefore, the children of college-educated immigrants may be the first in their family to seek access to college via the U.S. K–12 system. Purpose/Objective/Research Question/Focus of Study This study explores how African immigrant multigenerational families engage in college preparation. All families had at least one parent who had attained a college degree. In each family, the college-educated parent(s) either received their degree abroad or received their degree in the United States as an international student or adult returning student. The research questions are: How do immigrant families explain navigating the college-going process when their children are first in the family to prepare for college via the U.S. K–12 system? How do immigrant families describe their level of comfort with college preparation when their children are first in the family to prepare for college via the U.S. K–12 system? Research Design A qualitative, multiple case design was used. Findings/Results The findings demonstrate that although the children in this study were not first generation to college in a traditional sense, they experienced many of the same challenges. For the families in this study, the parents possessed institutionalized capital but often lacked what emerged as “U.S.-based college knowledge,” which impacted their experience with the college choice process. Conclusions/Recommendations Families’ lack of familiarity with the U.S. college preparation process (college testing, academic tracking, cost of college/financial aid) leads to a call for complicating concepts of “college knowledge” and “first generation” to college in a globalized society.

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.

Accessibility in mind? A nationwide study of K-12 Web sites in the United States

First Monday ◽  
2019 ◽  
Author(s):  
Royce Kimmons ◽  
Jared Smith
Keyword(s):  
Civil Rights ◽  
Web Sites ◽  
The United States ◽  
Nationwide Study ◽  
Demographic Groups ◽  
Visual Elements ◽  
School Demographics ◽  
Alternative Text ◽  
K 12 ◽  
The U.S

Web site accessibility is a serious civil rights concern that has historically been difficult to measure and to establish success criteria for. By conducting automated accessibility analyses via the WAVE tool, we calculated accessibility norms of a statistically appropriate, random sample of K–12 school Web sites across the U.S. (n = 6,226) and merged results with national datasets to determine how school demographics influence accessibility. Results indicated that schools across all demographic groups generally struggle to make their Web sites fully accessible to their universe of diverse users and revealed that the concrete, highest-impact steps that schools nationwide need to take to improve accessibility include improving poor contrast between text and backgrounds, providing alternative text to images and other visual elements, and labeling form controls.

scholarly journals “Modern” Education Finance: How It Differs from the “Old” and the Analytic and Data Collection Changes It Implies

2006 ◽  
Vol 1 (1) ◽  
pp. 3-16 ◽  
Author(s):  
James W. Guthrie
Keyword(s):  
Data Collection ◽  
Education Policy ◽  
Education Finance ◽  
Modern Education ◽  
Fine Grained ◽  
Private Market ◽  
Data Elements ◽  
K 12 ◽  
Modern Era ◽  
The U.S

This article contends that a new concept of education finance has emerged in response to substantial alterations in the U.S. education policy environment. The major distinction between modern and old is that the latter was principally concerned with arrangements of inputs in K-12 schooling. The former, modern-era education finance, is concerned with relationships of inputs to schooling outcomes. This modern education finance paradigm provokes a need for (1) research and data extending into the operations of education itself, not just financing; (2) far more fine-grained information than now exists regarding education inputs, throughputs, and outputs; (3) cohesive concepts for linking these data elements with one another to better understand their interactions; (4) an expanded set of outcome measures; (5) information about how previously public sector, dominant-education offerings interact with expanded private market conditions; and (6) better linkage between K-12 and postsecondary data and analyses.

Under the Law

2017 ◽  
Vol 98 (7) ◽  
pp. 76-77
Author(s):  
Julie Underwood
Keyword(s):  
Supreme Court ◽  
Circuit Court ◽  
Court Of Appeals ◽  
The Supreme Court ◽  
The Law ◽  
K 12 ◽  
The U.S

How would the appointment of Neil Gorsuch to the Supreme Court (presuming he is confirmed by the U.S. Congress) affect the court’s dynamics, its ideological balance, and specifically its decisions on cases that bear upon K-12 education? Is he likely to be another Justice Antonin Scalia, will he be less conservative, or will he be more so? The author looks for clues in the opinions Gorsuch has written for the 10th Circuit Court of Appeals.

scholarly journals Cyber Bullying Among Female College Students

2014 ◽  
Vol 12 (1) ◽  
pp. 40-51 ◽  
Author(s):  
Briana Brewer ◽  
Amelia Cave ◽  
Anne Massey ◽  
Anne Vurdelja ◽  
Jeanne Freeman
Keyword(s):  
College Students ◽  
Federal Government ◽  
Policy Development ◽  
College Campuses ◽  
Cyber Bullying ◽  
Female College Students ◽  
Undergraduate Women ◽  
College Population ◽  
K 12 ◽  
The U.S

Background and Purpose: Cyber bullying is often assumed to only occur in grades K-12, yet reports of such behaviors on college campuses and in the workplace are increasing. The U.S. Federal Government has recently called for policy development regarding cyber bullying to occur in higher education. This study explored perceptions of frequency and severity of cyber bullying among college students. Consequences of cyber bullying and the need for resources on college campuses were also explored. Methods: In 2011, a total of 18 undergraduate women participated in three focus groups, each lasting approximately 75 minutes. Results: Emergent themes revealed participants do not consider cyber bullying to be a significant issue currently, but likely will increase in prevalence among the college population. Many participants were familiar with the cyber bullying term but were unaware of its definition, nor could they provide examples. Further, the majority of participants were unaware of resources for victims of cyber bullying. Implications: Findings from this study reveal the need for educational programs geared toward college students about the meaning and consequences of cyber bullying. Further, resources for victims of cyber bullying should be made available on college campuses.

From Start to Finish

2020 ◽  
pp. 1-28
Author(s):  
Amanda R. Hurlbut ◽  
Sarah McMahan ◽  
Aimee Myers ◽  
Karen Dunlap ◽  
Rebecca Fredrickson
Keyword(s):  
Preservice Teachers ◽  
Digital Literacy ◽  
Department Of Education ◽  
Continuous Exposure ◽  
Attitudes And Beliefs ◽  
Pedagogical Practice ◽  
Future Technology ◽  
K 12 ◽  
Literacy Experience ◽  
The U.S

The U.S. Department of Education recently reported that single educational technology courses are not sufficient experiences to properly prepare preservice teachers for future technology-rich K-12 classrooms. Rather, continuous exposure to instructional technology is most effective in improving attitudes and beliefs toward technology and sustaining deep pedagogical practice. It is essential that all attempts to create digitally literate teachers should originate from within a cohesive program design rather than through single “drive-by” courses that integrate technology. The purpose of this chapter is to describe a programmatic approach used to design a comprehensive digital literacy experience for pre-service teachers (PSTs) using the U.S. DOE's recommendations. The chapter will discuss various examples, including specific course assignments the EPP uses to guide PSTs as they learn to become competent digitally literate educators. Examples of implementation, copies of PST work, and reflective discussions continued challenges to sustain the design are included.

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