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The Rise of Learning Pods: Civil Society’s Expanding Role in K-12 Education in the United States

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  • Andersson Fredrik O.

    (School of Public and Environmental Affairs, Indiana University-Purdue University Indianapolis, Indianapolis, IN, 46202-5199, USA)

  • Willems Jurgen

    (Department of Management, Vienna University of Economics and Business (WU Wien), Wien, Austria)

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.

Suggested Citation

  • Andersson Fredrik O. & Willems Jurgen, 2024. "The Rise of Learning Pods: Civil Society’s Expanding Role in K-12 Education in the United States," Nonprofit Policy Forum, De Gruyter, vol. 15(3), pages 249-262.
    • Handle: RePEc:bpj:nonpfo:v:15:y:2024:i:3:p:249-262:n:1002
    DOI: 10.1515/npf-2022-0020
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    References listed on IDEAS

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    1. Friederike Welter & Ted Baker & David B. Audretsch & William B. Gartner, 2017. "Everyday Entrepreneurship—A Call for Entrepreneurship Research to Embrace Entrepreneurial Diversity," Entrepreneurship Theory and Practice, , vol. 41(3), pages 311-321, May.
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