scholarly journals eSports in K-12 and Post-Secondary Schools

2019 ◽  
Vol 9 (2) ◽  
pp. 105
Author(s):  
Gregory Rothwell ◽  
Michael Shaffer
Keyword(s):  
United States ◽  
High School ◽  
Language Arts ◽  
Technical Education ◽  
Soft Skills ◽  
The United States ◽  
Career Technical Education ◽  
Post Secondary Education ◽  
Post Secondary ◽  
K 12

eSports is a rising modality of sports entertainment in the United States and has growing implications for education. Providing competitive eSports teams in schools satisfies the growing desire to train and educate students on the skills emphasized in STEM and Career Technical Education (CTE) education, as well as in programs such as English and Language Arts. eSports develop the soft skills universities and employers like to see in a student graduating from high school. As the market continues to grow for eSports, opportunities for post-secondary education as well as for prospective employment will increase. The popularity of eSports will continue to grow, and this popularity will be reflected in the schools.

scholarly journals We Still Need You! An Update on the Status of K-12 Civics Education in the United States

2015 ◽  
Vol 48 (04) ◽  
pp. 630-634 ◽  
Author(s):  
Wayne Journell
Keyword(s):  
United States ◽  
High School ◽  
Political Science ◽  
The United States ◽  
Political Life ◽  
Civics Education ◽  
Science Engagement ◽  
The Status ◽  
Science And Politics ◽  
K 12

ABSTRACTIn 2001, Richard Niemi and Julia Smith published an article inPS: Political Science and Politicson enrollments in high school civics and government courses. They framed their study on the premise that political scientists were ignoring an important aspect of American civic and political life, and they concluded by issuing a call for political scientists to become more involved in K-12 civics education. This article provides an update on the state of K-12 civics education and renews Niemi and Smith’s call for political science engagement in K-12 education.

scholarly journals Barriers vs. bridges: undocumented immigrants' access to post-secondary education in the United States and Canada

2021 ◽  
Author(s):  
Marietta Armanyous
Keyword(s):  
United States ◽  
Secondary Education ◽  
Undocumented Immigrants ◽  
The United States ◽  
State Governments ◽  
Post Secondary Education ◽  
Human Right ◽  
Right To Education ◽  
Post Secondary ◽  
The Us

There is limited research available on the issue concerning undocumented immigrants’ access to post-secondary education in the Canadian context. This paper addresses this matter by highlighting the pro-access efforts currently being made in Canada and outlining various actions taken in the United States (US), which Canada can also implement. Guided by the human right to education as its theoretical framework, this paper examines the existing barriers to accessing post-secondary education that this particular marginalized group faces in Canada and the US. It assesses the policies that US state governments, US universities, and Canadian universities implemented (or plan to implement) to remove these barriers, thereby allowing undocumented immigrants to obtain formal post-secondary education. Key Words: undocumented immigrants; post-secondary education; human right to education; Canada; United States

The Invisible Pandemic of Grief: Finding Meaning in Our Collective Pain

2020 ◽  
pp. 105413732096388
Author(s):  
Clint-Michael Reneau ◽  
Berenecea Johnson Eanes
Keyword(s):  
United States ◽  
Secondary Education ◽  
Meaning Making ◽  
Daily Practice ◽  
The United States ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Finding Meaning ◽  
Use Of Technology ◽  
Faculty And Administrators

Globally, educators approach screens full of faces in a scene becoming more common in daily practice. This harrowing time of pandemic has opened a range of emotions not only for our students, but within ourselves due to physical distancing and the increased use of technology to engage one another. As a result, embracing our vulnerability and recognizing how grief is impacting our lives and our work is necessary at this time. Using an ethnological approach, the authors explore issues of loss, grief, meaning-making, and the benefits of sharing our experience with each other. If we can name it, perhaps we can manage it. Written from the perspective of post-secondary education in the United States, this article is intended for staff, faculty, and administrators who work in post-secondary education.

scholarly journals Bilingual Education Programmes In The United States: Reflections And Difficulties Of A Bilingual Teacher (Spanish-English) In New México

2010 ◽  
Vol 1 ◽  
pp. 71-81
Author(s):  
Maria Martinez Lirola
Keyword(s):  
United States ◽  
High School ◽  
New Mexico ◽  
Language Arts ◽  
Bilingual Education ◽  
Educational System ◽  
Word Order ◽  
The United States ◽  
Bilingual Teacher ◽  
The Usa

Bilingual Education Programmes in the United States are developed due to the special needs that immigrants moving to the USA have in education. In this article, I intend to point out the main characteristics and objectives of these programmes based on my experience working as a bilingual teacher at Deming High School, New Mexico (USA) for a year. I taught Bilingual Language Arts to grades 10, 11 and 12. I will also pay attention to the main linguistic problems students had with English as a second language. I will concentrate on the main errors found in students’ essays, such as, interlingual transfer, intralingual transfer, register and appropriacy, word order and syntax, spelling, omission of particles, and the lack of motivation as a problem affecting the whole educational system.

scholarly journals An Exploratory, Preliminary Report on United States Weather Education Trends and General Population Links Between Weather Salience and Systemizing

2020 ◽  
pp. 54-63
Author(s):  
Matthew J. Bolton ◽  
H. Michael Mogil ◽  
Lara K. Ault
Keyword(s):  
United States ◽  
High School ◽  
Middle School ◽  
Public Schools ◽  
General Population ◽  
Social Cognitive ◽  
The United States ◽  
Autism Spectrum ◽  
Grade Levels ◽  
K 12

Meteorologists have been interested in STEM (science, technology, engineering, and math) education endeavors for many years. The present study’s authors recently observed an apparent trend in United States public schools away from weather content in physical science classes, especially at higher grade levels. Through the blending of multiple psychological theories, this study sought to examine when people in the United States are presented with educational weather content at the Kindergarten to Grade 12 (K-12) levels and also investigated links between two psychological constructs: Weather salience and systemizing. Recent evidence among people on the autism spectrum suggests that weather salience—psychological attention to weather—is linked to systemizing, a psychological process that involves attention-to-detail and pattern recognition, thus prompting an investigation of this relationship in the general population. Results preliminarily suggest that K-12 weather education in the United States occurs most often in the elementary and middle school years, but that people receiving weather education only in high school, and intriguingly a combination of elementary and high school, but not middle school, have the highest weather salience levels. There was also a positive relationship between weather salience and systemizing. Results are discussed in light of the weather salience, systemizing, and social cognitive career theories.

scholarly journals The United States and Sputnik: A Reassessment of Dwight D. Eisenhower's Presidential Legacy

2018 ◽  
Vol 3 ◽  
pp. 29-54
Author(s):  
Matthew Joseph Bologna
Keyword(s):  
United States ◽  
Department Of Defense ◽  
The United States ◽  
National Defense ◽  
Post Secondary Education ◽  
Post Secondary ◽  
National Defense Education Act ◽  
Policy Responses ◽  
Successful Launch ◽  
Education Act

Dwight D. Eisenhower's legacy as President of the United States from 1953 to 1961 has experienced a dramatic reversal in scholarly assessment.  Previously denounced as a "do-nothing" president whose ignorance and complacency tarnished the prestige of the executive office, the declassification of National Security Archives, the publication of Eisenhower's memoirs, and the memoirs of those closest to the president has contributed to a shift in Eisenhower's reputation from animosity to admiration.  Scholars now praise Eisenhower for his modesty, wisdom, and resourcefulness.  This paper contributes to the ongoing historiographical revaluation of Eisenhower's presidential legacy by examining his handling of an overlooked episode of American history - the Sputnik Crisis of 1957.  Upon receiving word of the successful launch of the Soviet satellite in October 1957, Eisenhower surrounded himself with scientists, academics, and engineers to formulate the most appropriate policy responses to Sputnik, and to refute Congressional calls for increased military spending.  As such, Eisenhower accelerated the American satellite program, established the National Aeronautics and Space Administration (NASA), reorganized the Department of Defense to eliminate inter-service rivalry, and provided for moderate infusions of federal funding into post-secondary education via the National Defense Education Act.  Indeed, Eisenhower's strategic handling of the Sputnik Crisis cements Eisenhower's reputation as an effective, proactive, and overall effective president.

Pandemic and Post-Pandemic Use of Immersive Learning Technology

2021 ◽  
pp. 1-16
Author(s):  
Julie Willcott
Keyword(s):  
Technical Education ◽  
Hybrid Learning ◽  
The United States ◽  
Personalized Learning ◽  
Learning Technology ◽  
Learning Models ◽  
Immersive Learning ◽  
Post Secondary ◽  
Career And Technical ◽  
K 12

Immersive learning technology has the potential to increase student engagement and learning. With the onset of the pandemic in March of 2020, the delivery of education changed, and the use of immersive learning technology was impacted. This chapter considers charges and impacts at the K-12, CTE, and post-secondary level—with on-site, remote, and hybrid learning models—during the COVID-19 pandemic. Anticipated trends in education post-pandemic include an increased need for personalized learning; continued growth in remote learning, virtual learning, and online content and resources and increased demand for career and technical education. Consideration is also given to the implications for immersive learning technology post-pandemic. Specific consideration is given throughout the chapter to the use of zSpace in the United States.

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