-PDF Download- School Choice And The Impact Of Covid 19 EBOOK

School Choice and the Impact of COVID-19

Author: Michael Guo-Brennan

Publisher: Taylor & Francis

Published: 2023-07-31

Total Pages: 228

ISBN-13: 1000912272

Through the broad lens of political economy and centred around education reform policy, this essential book provides an in-depth analysis of the current state of American public education and the impact of Covid-19 on calls for change. Drawing upon evidence from nations that routinely outperform America, this text proposes a more holistic approach to accountability and improvement within the American public education system. Chapters explore the issues faced by the current American public education system and proposes potential solutions, including: the role of government as provider of education services; liberty, democracy, and freedom and the ability of parents to control their child’s education; growing frustration with schools, public policies surrounding Covid and other potential crises; and how these concerns will impact the school choice movement. This is an important read for researchers and postgraduate students in education, teachers, parents, public policy makers and appointed government officials who wish to improve the quality of public education. Whether for or against school choice, this book will leave you better informed on current issues of American public education.

COVID-19 and Schools

Author: Robert Maranto

Publisher: Taylor & Francis

Published: 2023-11-07

Total Pages: 273

ISBN-13: 1000998495

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This book features contributions from leading experts who present peer reviewed research on how the unprecedented COVID-19 pandemic affected U.S. teachers, students, parents, teaching practices, enrolments, and institutional innovations, offering the first empirical findings exploring educational impacts likely to last for decades. The COVID-19 pandemic presented the greatest crisis in the history of U.S. schooling, with America’s 50 states, thousands of school systems, and tens of thousands of private and charter schools responding in myriad ways. This book brings together peer reviewed, empirical research on how U.S. schools responded, and on the educational and health impacts likely to persist for many years. Contributors explore how the U.S. responses differed from those in other countries, with slower reopening, and both reopening and modes of instruction varying widely across states and school sectors. Compared to European countries, U.S. responses to reopening schools reflected political influences more than health or educational needs, though this was less true in market-based private and charter schools. The pandemic was a catalyst for school choice movements across the U.S. Many parents reacted to school closings by exploring alternatives to traditional public schools, including an important and likely permanent innovation, small, parent-created or “pod” schools. As the papers here detail, long term student learning loss and health and socioemotional impacts of COVID-19 closings may well last for decades. The volume concludes by exploring teacher experiences across different sectors following the pandemic. COVID-19 and Schools will be a key resource for academics, researchers, and advanced students of education, education policy and leadership, educational research, research methods, economics, sociology and psychology. The chapters included in this book were originally published as a special issue of Journal of School Choice.

COVID-19 and the Classroom

Author: David T. Marshall

Publisher: Rowman & Littlefield

Published: 2022-02-14

Total Pages: 307

ISBN-13: 1793651442

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COVID-19 and the Classroom: How Schools Navigated the Great Disruption presents social science research that explores how schools navigated the disruption caused by the COVID-19 pandemic from March 2020 through the 2020-21 school year. This book also serves as a history book, documenting what this period was like for those involved in the enterprise of educating children. The book is divided into three sections, allowing for an in-depth exploration of the pandemic’s impact. The first section examines how teachers, parents, and school leaders experienced the pandemic, including what this looked like when schools first closed for in-person instruction. Part two explores how schools reopened, both in the United States and abroad, and discusses the trade-offs associated with these decisions. This section also explored how private schools fared and the rise of “pandemic pods”. The book concludes with a look at how a range of teacher preparation programs continued their work in uncertain times. This volume represents one of the first to share scholarship on how schools negotiated the COVID-19 crisis.

Primary and Secondary Education During Covid-19

Author: Fernando M. Reimers

Publisher: Springer Nature

Published: 2021-09-14

Total Pages: 467

ISBN-13: 3030815005

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This open access edited volume is a comparative effort to discern the short-term educational impact of the covid-19 pandemic on students, teachers and systems in Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, the United Kingdom and the United States. One of the first academic comparative studies of the educational impact of the pandemic, the book explains how the interruption of in person instruction and the variable efficacy of alternative forms of education caused learning loss and disengagement with learning, especially for disadvantaged students. Other direct and indirect impacts of the pandemic diminished the ability of families to support children and youth in their education. For students, as well as for teachers and school staff, these included the economic shocks experienced by families, in some cases leading to food insecurity and in many more causing stress and anxiety and impacting mental health. Opportunity to learn was also diminished by the shocks and trauma experienced by those with a close relative infected by the virus, and by the constrains on learning resulting from students having to learn at home, where the demands of schoolwork had to be negotiated with other family necessities, often sharing limited space. Furthermore, the prolonged stress caused by the uncertainty over the resolution of the pandemic and resulting from the knowledge that anyone could be infected and potentially lose their lives, created a traumatic context for many that undermined the necessary focus and dedication to schoolwork. These individual effects were reinforced by community effects, particularly for students and teachers living in communities where the multifaceted negative impacts resulting from the pandemic were pervasive. This is an open access book.

The Choice We Face

Author: Jon Hale

Publisher: Beacon Press

Published: 2021-08-10

Total Pages: 290

ISBN-13: 0807087483

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A comprehensive history of school choice in the US, from its birth in the 1950s as the most effective weapon to oppose integration to its lasting impact in reshaping the public education system today. Most Americans today see school choice as their inalienable right. In The Choice We Face, scholar Jon Hale reveals what most fail to see: school choice is grounded in a complex history of race, exclusion, and inequality. Through evaluating historic and contemporary education policies, Hale demonstrates how reframing the way we see school choice represents an opportunity to evolve from complicity to action. The idea of school choice, which emerged in the 1950s during the civil rights movement, was disguised by American rhetoric as a symbol of freedom and individualism. Shaped by the ideas of conservative economist Milton Friedman, the school choice movement was a weapon used to oppose integration and maintain racist and classist inequalities. Still supported by Democrats and Republicans alike, this policy continues to shape American education in nuanced ways, Hale shows—from the expansion of for-profit charter schools and civil rights–based reform efforts to the appointment of Betsy DeVos. Exposing the origins of a movement that continues to privilege middle- to upper-class whites while depleting the resources for students left behind, The Choice We Face is a bold, definitive new history that promises to challenge long-held assumptions on education and redefines our moment as an opportunity to save it—a choice we will not have for much longer.

SCHOOL CHOICE IN SECONDARY SCHOOLS

Author: Richard Schneider

Publisher:

Published: 2022

Total Pages: 0

ISBN-13:

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School selection options place parents at the center of the school choice sector and create market forces that shape schools and impact students. High school selection in a school choice environment has ramifications for parents, students, school leaders, school marketers and policy makers. An understanding of the factors that parents use to make their high school decisions is important for all stakeholders in a high school choice environment as selection factors may shape the educational landscape of communities. Using a mixed-methods case study approach, this study sought to determine the primary marketable factors that parents in a mid-sized urban public school system use to make high school selections, the sources of information they rely on to make their decisions, how their perceptions of public schools may influence their selection, the types of choice perspectives they employ in selecting schools, and whether COVID-19 responses by the schools impacted their decisions. Parents in this study most often used the primary selection factors of social and specialized programs and athletics and academics and college and career readiness, followed by school safety, respectively. Parents most often used the perspectives of rational choice and social capital in their decision-making. Parents also focused greatly on their child's needs and desires in making their selections, tried to ensure the success of their child by selecting schools with preferred peer influences, and sought a school that "best fit" their child. Further research should be considered to determine the connections between student needs and desires and parent selection and the outcomes of their selections. Further research may also include expansion to private school and cyber and virtual schooling parents.

Teaching Machines

Author: Audrey Watters

Publisher: MIT Press

Published: 2023-02-07

Total Pages: 325

ISBN-13: 026254606X

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How ed tech was born: Twentieth-century teaching machines--from Sidney Pressey's mechanized test-giver to B. F. Skinner's behaviorist bell-ringing box. Contrary to popular belief, ed tech did not begin with videos on the internet. The idea of technology that would allow students to "go at their own pace" did not originate in Silicon Valley. In Teaching Machines, education writer Audrey Watters offers a lively history of predigital educational technology, from Sidney Pressey's mechanized positive-reinforcement provider to B. F. Skinner's behaviorist bell-ringing box. Watters shows that these machines and the pedagogy that accompanied them sprang from ideas--bite-sized content, individualized instruction--that had legs and were later picked up by textbook publishers and early advocates for computerized learning. Watters pays particular attention to the role of the media--newspapers, magazines, television, and film--in shaping people's perceptions of teaching machines as well as the psychological theories underpinning them. She considers these machines in the context of education reform, the political reverberations of Sputnik, and the rise of the testing and textbook industries. She chronicles Skinner's attempts to bring his teaching machines to market, culminating in the famous behaviorist's efforts to launch Didak 101, the "pre-verbal" machine that taught spelling. (Alternate names proposed by Skinner include "Autodidak," "Instructomat," and "Autostructor.") Telling these somewhat cautionary tales, Watters challenges what she calls "the teleology of ed tech"--the idea that not only is computerized education inevitable, but technological progress is the sole driver of events.

Reopening K-12 Schools During the COVID-19 Pandemic

Author: National Academies of Sciences, Engineering, and Medicine

Publisher: National Academies Press

Published: 2020-10-08

Total Pages: 115

ISBN-13: 0309680107

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The COVID-19 pandemic has presented unprecedented challenges to the nation's K-12 education system. The rush to slow the spread of the virus led to closures of schools across the country, with little time to ensure continuity of instruction or to create a framework for deciding when and how to reopen schools. States, districts, and schools are now grappling with the complex and high-stakes questions of whether to reopen school buildings and how to operate them safely if they do reopen. These decisions need to be informed by the most up-to-date evidence about the SARS-CoV-2 virus that causes COVID-19; about the impacts of school closures on students and families; and about the complexities of operating school buildings as the pandemic persists. Reopening K-12 Schools During the COVID-19 Pandemic: Prioritizing Health, Equity, and Communities provides guidance on the reopening and operation of elementary and secondary schools for the 2020-2021 school year. The recommendations of this report are designed to help districts and schools successfully navigate the complex decisions around reopening school buildings, keeping them open, and operating them safely.

Deep in Thought

Author: Jason Baehr

Publisher: Harvard Education Press

Published: 2022-10-18

Total Pages: 279

ISBN-13: 1682536726

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Deep in Thought provides an introduction to intellectual virtues—the personal qualities and character strengths of good thinkers and learners—and outlines a pragmatic approach for teachers to reinforce them in the classroom. With a combination of theoretical expertise and practical experience, philosopher Jason Baehr endorses intellectual virtues as a rich, meaningful way to think about and understand the purpose of education. He makes a persuasive case for prioritizing intellectual virtues in the classroom to facilitate deeper learning, encourage lifelong learning, and enrich teacher practice. Baehr profiles nine key virtues that enable learners to initiate the process of learning, maintain forward momentum, and overcome common obstacles. With engaging anecdotes and concrete examples, he presents a wealth of principles, postures, and practices that educators can employ in promoting essential habits of mind such as curiosity, open-mindedness, and intellectual courage. Baehr illustrates how opportunities to practice these intellectual habits can be integrated into the classroom in ways that align with current teaching practices. In addition, he shows how educators can adapt these practices to accommodate students’ identities, developmental abilities, and interests. This thought-provoking book supports all educators, especially middle and high school teachers, in teaching for intellectual virtues. Deep in Thought is a philosophical and yet practical guide to one of the most important aims of education: helping students become skilled thinkers and learners.

Lessons of the Pandemic

Author: David T. Marshall

Publisher: Guilford Publications

Published: 2023-11-29

Total Pages: 192

ISBN-13: 1462553907

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The impacts of the COVID-19 pandemic on K–12 education have been pervasive and profound. This engaging book concisely outlines the current crisis in schools in the core areas of student learning, student and teacher mental health, and teacher burnout. Synthesizing original research, David T. Marshall and Tim Pressley offer in-depth descriptions of the disruptions caused by prolonged school closures and remote instruction. They also identify some positive changes, such as increased use of online resources and technology, flexible work models, and greater attention to social and emotional learning. Sharing key findings, concrete examples, and teachers’ own voices about what they need to succeed, the book provides clear recommendations for moving schools forward effectively and sustainably.