Middle Grades Teacher Practices during the COVID-19 Pandemic

Autor/in	Bishop, Penny A.
Titel	Middle Grades Teacher Practices during the COVID-19 Pandemic
Quelle	In: RMLE Online: Research in Middle Level Education, 44 (2021) 7, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bishop, Penny A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4476
DOI	10.1080/19404476.2021.1959832
Schlagwörter	COVID-19; Pandemics; School Closing; Online Courses; Educational Technology; Middle School Teachers; Teaching Skills; Teacher Competencies; Distance Education; Natural Disasters; Teacher Student Relationship; Student Needs; Student Centered Learning; Evaluation Methods; Family Involvement + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Unterrichtsmedien; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrkunst; Distance study; Distance learning; Fernunterricht; Natural disaster; Naturkatastrophe; Teacher student relationships; Lehrer-Schüler-Beziehung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	As of March 31, 2020, the closure of schools in 192 countries due to the COVID-19 pandemic had resulted in over 1.6 billion learners being temporarily forced out of school buildings. New educational inequities arose, and existing ones were exacerbated. Acknowledging that disruption may also stimulate innovation, the purpose of this qualitative research was to identify possible improvements in middle grades teachers' practices as they enacted emergency remote instruction. Through narrative responses provided to an online survey administered between May 27 and June 19, 2020, 332 middle grades educators self-identified aspects of their teaching practice that improved while teaching remotely. Findings included deepened knowledge of individual learners; increased individualized instruction; greater opportunities for student choice and self-pace; more timely assessment feedback; enhanced family engagement; and increased technology skills. Implications of this study for educational practice, and for school scheduling in particular, are examined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01