Building a Plane While Flying: Crisis Policy Enactment during COVID-19 in Alberta Secondary Schools

Autor/inn/en	Farhadi, Beyhan; Winton, Sue
Titel	Building a Plane While Flying: Crisis Policy Enactment during COVID-19 in Alberta Secondary Schools
Quelle	In: Journal of Teaching and Learning, 15 (2021) 2, S.117-132 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-1154
Schlagwörter	Foreign Countries; COVID-19; Pandemics; Secondary Schools; School Closing; Educational Policy; Policy Analysis; Educational Change; Urban Schools; Boards of Education; Barriers; Secondary School Students; Well Being; Secondary School Teachers; Teacher Attitudes; Teacher Burnout; Fatigue (Biology); Faculty Workload; Canada + Suchen Sie Ihr Suchwort? Ausland; Sekundarschule; School closings; Schule; Schließung; Schließung (von Schulen); Politics of education; Bildungspolitik; Politikfeldanalyse; Bildungsreform; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Ausschuss; Sekundarschüler; Well-being; Wellness; Wohlbefinden; Lehrerverhalten; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Fatigue; Ermüdung; Kanada
Abstract	We use the metaphor of building a plane while flying to describe the enactment of educational policies by teachers during COVID-19 and the impact of these policies on their ability to meet the needs of their students. Drawing from a series of three one-hour focus groups with seven teachers in Alberta, we apply critical policy analysis to describe the transition of public schools to pandemic education, especially in urban centers. This paper will begin by reviewing the dynamic policy context of school closures and reentry strategies and proceed to outline the diverse ways school boards interpreted guidelines from the Ministry of Education. We discuss the frustration with and variation of policy enactment during the pandemic, especially with respect to priorities and barriers to addressing student wellbeing and access to educational and social supports. Finally, we describe the consequences of teaching through crisis as it emerges in a political context that has failed to respond to educator's professional needs. (As Provided).
Anmerkungen	Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01