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Journal articles on the topic "PA Cyber Charter Schools":
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Mann, Bryan, and Nik Barkauskas. "Connecting Learners or Isolating Individuals?" International Journal of Cyber Ethics in Education 3, no. 2 (July 2014): 39–50. http://dx.doi.org/10.4018/ijcee.2014040104.
Cyber charter schools are online schools that deliver educational content to students in Kindergarten through 12th grade. These programs provide the entire schooling experience through remote access to a virtual learning environment. Since cyber charters are a new educational platform, there is limited scholarly research discerning if they promote or detract from social justice in education. In mainstream dialogue, supporters hail cyber charters as providers of a quality education to students dissatisfied by their traditional school settings. For opponents, the schools are framed as providers of inadequate academic outcomes with a lack of social opportunity. To synthesize these disparate arguments, the authors examine Pennsylvania cyber charter website content and news stories in the popular press. The authors then discuss how these arguments relate to a social justice framework, considering potential implications for both Pennsylvania and outside entities who may wish to implement cyber charter schools in their local context.
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Maranto, Robert, Dennis Beck, Tom Clark, Bich Tran, and Feng Liu. "Choosing cyber during COVID." Phi Delta Kappan 103, no. 1 (August 23, 2021): 30–33. http://dx.doi.org/10.1177/00317217211043622.
Substantial research has already examined how the COVID-19 pandemic has affected in-person schooling, but no prior work has explored its effects on cyber schools. Here, Robert Maranto, Dennis Beck, Tom Clark, Bich Tran, and Feng Liu compare the students entering a large national cyber charter school network in spring 2020, during the pandemic, with students entering in 2019 and 2018, before the pandemic. They find that the COVID cohort resembled prior groups demographically but reported greater success at their prior in-person schools and exhibited greater measured success in cyber schools.
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Beck, Dennis, Angela R. Watson, and Robert Maranto. "Do Testing Conditions Explain Cyber Charter Schools’ Failing Grades?" American Journal of Distance Education 33, no. 1 (December 13, 2018): 46–58. http://dx.doi.org/10.1080/08923647.2019.1554989.
Huerta, Luis A., Chad D'Entremont, and María-Fernanda González. "Cyber Charter Schools: Can Accountability Keep Pace with Innovation?" Phi Delta Kappan 88, no. 1 (September 2006): 23–30. http://dx.doi.org/10.1177/003172170608800106.
Barbour, Michael K., and Cory Plough. "Odyssey of the mind: Social networking in a cyberschool." International Review of Research in Open and Distributed Learning 13, no. 3 (March 2, 2012): 1. http://dx.doi.org/10.19173/irrodl.v13i3.1154.
K-12 online learning and cyber charter schools have grown at a tremendous rate over the past decade. At the same time, these online programs have struggled to provide the social spaces where students can interact that K-12 schools are traditionally able to provide. Social networking presents a unique opportunity to provide these kinds of social interactions in an online environment. In this article, we trace the development and use of social networking at one cyber charter school to extend the space for online instruction and provide opportunities for social interaction that online schools are often unable to provide.<input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />
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Kahan, David, and Thomas L. McKenzie. "Physical Education and Physical Activity Policies as Described on California Charter School Websites." Health Behavior and Policy Review 6, no. 5 (September 1, 2019): 509–21. http://dx.doi.org/10.14485/hbpr.6.5.9.
Objectives: Nearly all US schools have a website that enables them to inform about and promote physical activity (PA) and physical education (PE). We performed a cross-sectional content analysis of California (state with the most charters) elementary charter school websites' PA/PE content. Methods: We analyzed data (N = 520 schools) using descriptive statistics and cross tabulations to identify associations among school characteristics and the mentioning of PE, PE curriculum, PE teacher, recess, interscholastic sport, and other extracurricular PA. Results: Over a third (39%) of websites did not mention providing either PA or PE opportunities at all. Only 30.6% of websites mentioned PE (mandated by state education code to be delivered for 200 min/10 days to students in grades 1-6). Websites also infrequently mentioned Fitnessgram scores (36.5%), required by state education code to be reported for 5th graders, as well as recess (30.2%), other extracurricular PA (20.4%), and interscholastic sport (16.5%). Conclusions: Schools did not use the full potential of their websites to inform constituents about PA or to promote it on campus. Deficient schools should expand the PE/PA content information available on their websites and be held accountable for such by their parent school district..
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Kotok, Stephen, Erica Frankenberg, Kai A. Schafft, Bryan A. Mann, and Edward J. Fuller. "School Choice, Racial Segregation, and Poverty Concentration: Evidence From Pennsylvania Charter School Transfers." Educational Policy 31, no. 4 (October 1, 2015): 415–47. http://dx.doi.org/10.1177/0895904815604112.
This article examines how student movements between traditional public schools (TPSs) and charters—both brick and mortar and cyber—may be associated with both racial isolation and poverty concentration. Using student-level data from the universe of Pennsylvania public schools, this study builds upon previous research by specifically examining student transfers into charter schools, disaggregating findings by geography. We find that, on average, the transfers of African American and Latino students from TPSs to charter schools were segregative. White students transferring within urban areas transferred to more racially segregated schools. Students from all three racial groups attended urban charters with lower poverty concentration.
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Mann, Bryan. "Compete, Conform, or Both? School District Responses to Statewide Cyber Charter Schools." Journal of School Choice 14, no. 1 (January 21, 2019): 49–74. http://dx.doi.org/10.1080/15582159.2019.1566996.
Huerta, Luis A., Maria-Fernanda Gonzalez, and Chad d'Entremont. "Cyber and Home School Charter Schools: Adopting Policy to New Forms of Public Schooling." Peabody Journal of Education 81, no. 1 (January 2006): 103–39. http://dx.doi.org/10.1207/s15327930pje8101_6.
Finch, Aikyna, Darrell Norman Burrell, Shanel Lu, Maurice Dawson, Delores Springs, Kevin Bilberry, Damon P. Anderson, and Rajanique Modeste. "Cybersecurity Workforce Development in Minority, Low Income, and Native American Reservation Communities." International Journal of Smart Education and Urban Society 11, no. 4 (October 2020): 35–52. http://dx.doi.org/10.4018/ijseus.2020100103.
This study will explore an innovative approach to cybersecurity workforce development in low income, minority, and Native American reservation communities in a way that could address low living wages and high unemployment while meeting cyber workforce demands. In the efforts to build a robust talent pipeline, there is a critical need for innovative practices to educate the future cyber professions in underserved diverse communities. Systemically, diverse communities have been untapped, ignored, and undervalued for technical job opportunities. This study looks at using charter schools with minority demographics that should have advanced technology programs that address a colossal workforce development need in the U.S. by training future cyber professionals on the high school level.
Dissertations / Theses on the topic "PA Cyber Charter Schools":
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Mozzocio, John. "Parent Perceptions Regarding their Exceptional Child’s Experience in Cyber/Virtual School." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1628768618785185.
Parrilla, Jose E. "What are reasons that cause parents to withdraw their children from full-time cyber charter schools?" Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10241872.
This research study examines the contexts and situations that influence student attrition at a K-12, fulltime, comprehensive, cyber (online) charter school in the Commonwealth of Pennsylvania. As compared to their bricks and mortar counterparts, the attrition rate of students attending online K-12 schools appears to be higher. Research shows that student attrition in K-12 online schools and programs appears to be an ongoing phenomenon experienced in other states where cyber schools operate as well. In fact, the attrition phenomenon has been documented to be true even for adults that attend online courses at the college and university level. While there is scholarly research addressing the phenomenon at the university level, there's a dearth of empirical research at the K-12 level. As such, this study will provide an opportunity to carefully investigate the myriad situations and complexities involved in parent decision-making, as they decide to withdraw their children attending the cyber-school.
The research study consults scholarly literature of student persistence in online, higher education programs and adapts some of those concepts, ultimately incorporating them into a cogent conceptual framework. The analysis undertaken is conducted utilizing a case study approach, incorporating mixed methodologies. After surfacing a brief history of online education, the research study applies binomial logistic regression on variables uncovered through data collection. It then progresses to qualitative analysis of a variety of historical school provided data and selected participant interviews.
The research provides a first-hand view of the myriad issues and concerns that combine in decision-making as students and parents involve themselves in cyber learning. It also highlights the operational demands that make K-12 cyber education a dynamic environment.
Books on the topic "PA Cyber Charter Schools":
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Bounds, Mary C. A Light Shines in Harlem: New York's First Charter School and the Movement It Led. Chicago: Lawrence Hill Books, 2014.
Book chapters on the topic "PA Cyber Charter Schools":
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Hipsky, Shellie, and Lindsay Adams. "Cyber Schools and Special Needs." In Advances in Information and Communication Technology Education, 168–79. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-922-9.ch013.
Cyber schools for K-12 students are growing in number. It is vital that appropriate strategies are devised to meet the needs of students with exceptionalities. The PA Cyber Charter School serves 468 students who have Individualized Education Plans. Parent surveys were thematically analyzed and revealed six predominant themes including: communication, interests, focus, less-stigma from the special education label, education differences in comparison to other methods, and cyber school shortcomings. The study also utilized the action research model to determine and present the techniques and strategies that are working in the PA Cyber Charter School for their students with special needs. Teacher-tested documents included in the appendix were based on the study, and a model for special needs strategies in the cyber learning environment has been established through this article.
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Stone, Alex. "The Holistic Model for Blended Learning." In Advances in Information and Communication Technology Education, 200–213. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-936-6.ch017.
Pennsylvania is at the forefront of the public cyber charter schooling movement in America. As more and more students elect to transfer from traditional public schools into cyber charter schools–and their districts of origin are forced to forfeit their tuition allocations–a need for a public school alternative to cyber charter schools has emerged. Using current practices in Pennsylvania’s public schools as a backdrop, this article presents a new model for district-level cyber schooling, called the holistic model for blended learning, that public schools in Pennsylvania (and elsewhere) can use to compete with cyber charter schools and meet the growing demand for K-12 online learning.
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Burrell, Darrell Norman, Aikyna Finch, Janet Simmons, and Sharon L. Burton. "The Innovation and Promise of STEM-Oriented Cybersecurity Charter Schools in Urban Minority Communities in the United States as a Tool to Create a Critical Business Workforce." In New Threats and Countermeasures in Digital Crime and Cyber Terrorism, 271–85. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8345-7.ch015.
This text is an on-going study to provide current information regarding developing underrepresented student populations through STEM specific Charter schools to fulfill pipeline shortages. Current findings show that African Americans are underrepresented in high paying Science, Technology, Engineering, and Mathematics (STEM) fields, especially in cybersecurity. The U.S. pipeline of minority students studying STEM falls short in producing the next generation of cybersecurity professionals; thus, a salient need exists to design, pilot, and test a program to grow the minority student pipeline in the cybersecurity field. The charter school movement is one of the fastest growing education reforms with the ability to make a dramatic impact in the U.S. and internationally. Because charter schools often organize around a mission, theme, or curricular and enjoy freedoms, in organizational structure, mission, and academic program, with all held to high standards, this text proposes cybersecurity charter schools to fill technology voids. This organizational structure, mission, and academic programming, will enable students to become immersed in hands-on, real world applications allowing for experiential learning, which can develop students with cybersecurity expertise, technical knowledge, and skills, and competencies needed to take and pass cybersecurity and information security related certification assessments.
