The Rise of Learning Pods: Civil Society’s Expanding Role in K-12 Education in the United States
This research note illuminates the ascent of so-called “learning pods”, a concept and phenomenon with close connections to civil society that rose to prominence during the COVID-19 pandemic. We begin by characterizing and positioning learning pods in the diverse U.S. K-12 educational landscape. Next...
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Published in | Nonprofit policy forum Vol. 15; no. 3; pp. 249 - 262 |
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Main Authors | , |
Format | Journal Article |
Language | English |
Published |
Berlin
De Gruyter
17.07.2024
Walter de Gruyter GmbH |
Subjects | |
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Abstract | This research note illuminates the ascent of so-called “learning pods”, a concept and phenomenon with close connections to civil society that rose to prominence during the COVID-19 pandemic. We begin by characterizing and positioning learning pods in the diverse U.S. K-12 educational landscape. Next, participation in, and intent to form/join, learning pods are depicted by reporting on secondary data from a population poll among a national sample of U.S. adults since the start of the 2020 academic school year to December 2021. The second half of the research note discusses how learning pods can help garner useful insights to existing nonprofit research and theory. |
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AbstractList | This research note illuminates the ascent of so-called “learning pods”, a concept and phenomenon with close connections to civil society that rose to prominence during the COVID-19 pandemic. We begin by characterizing and positioning learning pods in the diverse U.S. K-12 educational landscape. Next, participation in, and intent to form/join, learning pods are depicted by reporting on secondary data from a population poll among a national sample of U.S. adults since the start of the 2020 academic school year to December 2021. The second half of the research note discusses how learning pods can help garner useful insights to existing nonprofit research and theory. Abstract This research note illuminates the ascent of so-called “learning pods”, a concept and phenomenon with close connections to civil society that rose to prominence during the COVID-19 pandemic. We begin by characterizing and positioning learning pods in the diverse U.S. K-12 educational landscape. Next, participation in, and intent to form/join, learning pods are depicted by reporting on secondary data from a population poll among a national sample of U.S. adults since the start of the 2020 academic school year to December 2021. The second half of the research note discusses how learning pods can help garner useful insights to existing nonprofit research and theory. |
Author | Willems, Jurgen Andersson, Fredrik O. |
Author_xml | – sequence: 1 givenname: Fredrik O. surname: Andersson fullname: Andersson, Fredrik O. email: fanders@iu.edu organization: School of Public and Environmental Affairs, Indiana University-Purdue University Indianapolis, Indianapolis, IN, 46202-5199, USA – sequence: 2 givenname: Jurgen surname: Willems fullname: Willems, Jurgen email: jurgen.willems@wu.ac.at organization: Department of Management, Vienna University of Economics and Business (WU Wien), Wien, Austria |
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SubjectTerms | Civil society COVID-19 Families & family life Home education K-12 education learning pods Nonprofit organizations Pandemics Parents & parenting Participation Private schools School principals voluntary action |
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Title | The Rise of Learning Pods: Civil Society’s Expanding Role in K-12 Education in the United States |
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