Crisis Breeds Innovation: Pandemic Pods and the Future of Education

Autor/inn/en	Jochim, Ashley; Poon, Jennifer
Institution	Arizona State University (ASU), Center on Reinventing Public Education (CRPE)
Titel	Crisis Breeds Innovation: Pandemic Pods and the Future of Education
Quelle	(2022), (60 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	COVID-19; Pandemics; Educational Change; Futures (of Society); Educational Innovation; Nontraditional Education; Access to Education; Home Schooling; School Size; Community Cooperation; Family Attitudes; Teacher Attitudes; One Teacher Schools; Child Care + Suchen Sie Ihr Suchwort? Bildungsreform; Future; Society; Zukunft; Instructional innovation; Bildungsinnovation; Non-traditional education; Alternative Erziehung; Education; Access; Bildung; Zugang; Bildungszugang; Homeschooling; Home instruction; ; Hausunterricht; Heimschule; Lehrerverhalten; Einlehrerschule; Kinderfürsorge; Kinderbetreuung
Abstract	In the summer of 2020, it became clear to growing numbers of families and community organizations that COVID-19's unprecedented disruptions to public education would not subside in time for the coming school year. Facing the prospect of continued school closures and uncertain public health safeguards, families were forced to make new childcare arrangements, often at the expense of their employment, and had to navigate the stress of dislocation and isolation with little support from the institutions they had long relied upon. Across the country, some families devised their own solution: the pandemic pod. They brought together small groups of students and enlisted adults--hired instructors, or groups of parent volunteers--to supervise students and support their learning. In partnership with their funders, the Center on Reinventing Public Education launched a national initiative that brought together researchers from around the country to track and analyze the pandemic pod movement. Their goal was simple: to learn from the families, educators, and community-based organizations who stepped in during the crisis to solve urgent challenges and, along the way, invented educational solutions that could outlast the pandemic. This report is one part of that larger effort. It offers the first in-depth look at families' and educators' experiences with pandemic pods, drawing upon a national survey of 152 parents and 101 instructors who participated in a pod during the pandemic, and follow-up interviews with 62 survey respondents. The findings suggest that families and educators can carve new, promising paths forward when freed from the rules around how school is supposed to work. At the same time, some of pods' flexibility arose because they were disconnected from the rules and routines that typically govern school systems. While this could yield benefits for students and freed educators to work in ways they found fulfilling, it also meant that students and educators in pods were cut off from critical forms of support. (ERIC).
Anmerkungen	Center on Reinventing Public Education. Mary Lou Fulton Teachers College, Arizona State University. H.B. Farmer Education Building, 1050 S Forest Mall, Tempe, AZ 85281. e-mail: crpe@uw.edu; Web site: https://crpe.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01