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The purpose of this paper is two fold. First, it presents the developmental stages and running modes of K12 Online Schools in China. Second, it illustrates online education practice, its current status, and the use of ICT in online schools. The experiences and lessons learned from the development of the K12 Online Schools are presented, and suggestions are summarized for the sustainable development of the schools.

This study reviews relevant literature and uses questionnaires to collect information from the Beijing No. 4 Online School, which is a representative sample of K12 Online Schools.

K12 Online Schools have experienced three stages: the initial stage, the adjustment stage, and the steady stage. There are multiple modes of running K12 Online Schools in China. The schools mainly deliver their courses through a satellite‐based TV net or the internet. The main teaching and learning strategy is still lecturing. Teacher training is critical for improving and assuring the quality of online courses.

The rapid development of ICT can propel K12 Online Schools to maturity. However, more emphasis should be put on learner support and teachers' professional development.

This article summarizes K12 Online Schools practice and their current status in China. It will help in understanding the current development of online education in China and the challenges it faces.

This paper aims to investigate the relationships between participative decision-making, ethical leadership and leadership performance, which might make school leaders quit autocratic behavior and enhance their performance at private K12 schools in Iraq.

The researchers collected data through a questionnaire using a stratified sampling methodology from 207 educators of 10 institutions. The research methodology included demographic analysis, factor analysis, structural equation modeling and mediation analysis.

The participative decision-making affected moral, knowledge and attitude that contributed to leadership performance. Besides, the only attitude mediated the relationship between participative decision-making and leadership performance.

The study is limited to private K12 schools in Iraq. Therefore, the findings cannot be generalized. It might guide educational institutes to change their management style.

The study delivers a unique insight into education in Iraq.

The large amount of tax and tuition dollars spent on both public and private primary and secondary education in the United States is motivating an ever-increasing demand for school performance and accountability information. The information that is needed by constituents depends on the type of school accountability system in place. Although the Government Accounting Standards Board proposed a model for school performance information over a decade ago, there remains considerable variability in the type and quality of information that is provided to by schools. This article describes school performance and accountability information currently provided by both public and private primary and secondary schools. In addition, suggestions are provided on how to make improvements in the information provided by schools and districts to their constituents.

In March of 2020, Minnesota schools were mandated to transition to distance learning to slow the spread of COVID-19. The charge of providing equitable and appropriate remote learning to all students gave administrators, educators and non-academic staff a few weeks to completely redesign education. This paper aims to describe one district’s experience in planning and offering distance education and build precedent other educational leaders may use in future designs.

This case study documents how one rural K12 district leveraged their strong foundation of technology integration and created crisis remote learning solutions for its most marginalized student populations including special education students, English learners and financially disadvantaged students.

This study shares examples of how this district prioritized relationships and the well-being of students and staff and outlines practical strategies for equitable distance learning that should be considered during and beyond emergency remote teaching.

This paper provides just-in-time practical advice for K12 administrators and educators on navigating crisis distance learning.

The purpose of this paper is twofold: first, to introduce the overall situation of online teacher training in China, and then to analyze some typical state level e‐training projects; second, to describe the problems that most teacher training agencies (TTAs) have. Also, this article presents the background, process and achievement of a practical model – e‐Training Community (eTC) – which integrates the advantages of professional organizations and TTAs.

This article reviews literature related to Ministry of Education (MOE) policies and general reviews or reports about China's teacher e‐training. The case study approach is applied in this study. The e‐Training Community is a particular cooperative model developed by the Distance Education College of East China Normal University. A survey and interview are applied to gain deep understanding of this model.

E‐learning is an effective way for teacher education in China to meet the challenge of massive and routine training. The recent projects initiated by MOE show that the trend of e‐training is on the right track. However, China's teacher e‐training still has a long way to go because most TTAs still do not have the ability to implement e‐training by themselves. The eTC model presented in this article shows its strength in solving this problem.

The development of distance education needs professional guidance. How to integrate professional strength of universities and practical strength of local agencies is key to improving the overall quality of teacher e‐training.

This article introduces and analyzes the eTC model, which is a creative model in the field of distance education in China. This model is a good example for professional organizations to push the e‐learning practice.

The purpose of this paper is to identify the current trends in and future prospects for distance education in primary, secondary, and higher education in China.

This article reviews relevant literature and cases, and explores the current situation of distance education in China.

The use of information and communication technologies (ICT) in education is at different stages in China. There are three main forms of distance education practice in China based on executing agencies, target students, and goals.

The paper summarizes characteristics of each e‐learning form in China. This information is useful for policy makers, administrators and teachers.

This paper classifies major practice models of e‐learning in China and defines different forms according to their own characters definitely.

The purpose of this chapter is to explore the Occupational Course of Study (OCS) program through blended learning courses offered through the North Carolina Virtual Public School. In this program, students take classes online with a virtual content area teacher and meet in a face-to-face setting with a certified special education teacher.

This chapter offers a practical exploration of the OCS program. Its intention is to offer insight into the perspectives of virtual teachers and face-to-face teachers and provide an understanding of how this type of blended learning has the potential to deliver high quality academic coursework targeted to meet individual learning needs.

This blended environment format is a viable method for helping highly qualified content area teachers and teachers with disabilities work together to meet the individual learning needs of students with disabilities.

The OCS program is able to support large numbers of students who need transition services. Evaluation on this program reveals that collaboration between various educational professionals supports learning outcomes for students.

Many K12 districts offer alternative diplomas for students with exceptionalities, with a goal of preparing students for their transition to postsecondary employment and independent living. This chapter offers a practical description of this program for the benefit of other systems that may want to consider this model.

This paper aims to explore a national anti-hate messaging project, #USvsHate, and its call to students to create public messages refusing “hate, bias, and injustice.” Participants indicated that #USvsHate’s invitation to publicly express students’ ideas about equal human value functioned as a next step in furthering youth voice and critical consciousness toward societal inclusion and justice.

Using grounded theory, analysis drew from teacher interviews (n = 45), student focus groups (n = 30), anonymous participant questionnaires and student-created messages and backstories (n = 250) gathered between 2017 and 2020.

Participants indicated #USvsHate’s call to amplify student voice offered a next step to act upon awareness of social issues by denouncing hate while promoting inclusivity. Four invitations related to the project’s “anti-hate message” call emerged as important to participants: the invitation to comment personally on improving society; the creative invitation to share perspectives in any media form; the invitation to speak to a promised public audience; and the invitation to join a collective “us” improving society.

Youth voice and critical consciousness scholarship show the importance of supporting K12 youth to develop abilities to speak about injustice while pursuing an inclusive democracy. Still, less research highlights youth who might enter a classroom with some level of such awareness. This research extends existing scholarship by examining a potential next step to inviting critical consciousness and youth voice in any classroom. It also explores the potential pitfalls of this open-ended approach.

Many situations that affect the teaching of English have been unevenly examined in the scholarship. Asking the question, “What research in English teacher education will address the demands of preparing English language arts teachers for 21st century contexts?,” the authors provide recommendations to the field that will make our work more relevant and propose areas for further study based on current situations in English education in the United States that will move the field forward. The chapter suggests topics for further research centered on the English language arts-specific methods (pedagogy) course that includes exploring the tensions between literacy and English studies, integrating technology, moving theory into practice, the effects of high-stakes testing and assessments, and supporting more diverse student populations.