Predictors of First-Grade Teachers' Teaching-Related Time during COVID-19

Autor/inn/en	Johnson, Anna D.; Schochet, Owen N.; Castle, Sherri; Horm, Diane; Phillips, Deborah A.
Titel	Predictors of First-Grade Teachers' Teaching-Related Time during COVID-19
Quelle	In: AERA Open, 8 (2022) 1, (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Johnson, Anna D.) ORCID (Schochet, Owen N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Grade 1; Elementary School Teachers; COVID-19; Pandemics; Predictor Variables; School Closing; Time Management; Educational Technology; Technology Uses in Education; Distance Education; Age Differences; Teacher Characteristics; Student Needs; Executive Function; Online Courses; Synchronous Communication; Low Income Students; Oklahoma (Tulsa) + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Prädiktor; School closings; Schule; Schließung; Schließung (von Schulen); Zeitmanagement; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Distance study; Distance learning; Fernunterricht; Age; Difference; Age difference; Altersunterschied; Online course; Online-Kurs
Abstract	Exposure to teachers and teaching-related activities is vital for young children's learning. When COVID-19 closed schools, teachers responded with a mix of live- and prerecorded lessons and one-on-one communication with students, which necessitated shifts in planning time. The current study identifies pre-COVID predictors of time teachers devoted to each of these teaching-related activities to illuminate actionable levers for supporting educators during widespread educational disruption. Teachers with higher prepandemic job commitment devoted more overall time to pandemic-induced remote teaching. Teachers' prepandemic executive functioning and observed classroom instructional and organizational quality--features of successful teachers during normal times--predicted more during-pandemic time remote teaching, while teacher older age and having more high-needs students was associated with less remote teaching time. These results contribute to an emerging literature that spotlights potential promising avenues for supporting teachers via professional development during normal times as well as in future widespread educational disruptions. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01