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| Autor/inn/en | Roman, Tiffany A.; Brantley-Dias, Laurie; Dias, Michael; Edwards, Belinda |
|---|---|
| Titel | Addressing Student Engagement during COVID-19: Secondary STEM Teachers Attend to the Affective Dimension of Learner Needs |
| Quelle | In: Journal of Research on Technology in Education, 54 (2022), (29 Seiten)
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| Zusatzinformation | ORCID (Roman, Tiffany A.) ORCID (Brantley-Dias, Laurie) ORCID (Dias, Michael) ORCID (Edwards, Belinda) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1539-1523 |
| DOI | 10.1080/15391523.2021.1920519 |
| Schlagwörter | Learner Engagement; COVID-19; Pandemics; Secondary School Teachers; STEM Education; Electronic Learning; Blended Learning; Faculty Development; Teacher Orientation; Cognitive Processes; Student Behavior; Psychological Patterns; Interpersonal Relationship; Teacher Attitudes |
| Abstract | This case study examines how a cohort of eleven induction secondary STEM teachers engaged learners during the onset of COVID-19 and their designs for student engagement given an online or blended teaching context in fall 2020. Participants attended a summer professional development workshop guided by trauma-informed teaching practices and learner engagement conceptual frameworks. Through the analysis of teacher artifacts and interviews, we identified dimensions of student engagement that teachers prioritized. Results indicate a marked increase in teachers' attention to affective and social dimensions of learner engagement. We argue that teacher awareness and action in the affective domain of student engagement is critical during times of trauma. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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