Literaturnachweis - Detailanzeige
Autor/inn/en | Burgin, Ximena D.; Daniel, Mayra C.; Coli, Sheila |
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Titel | Culturally Responsive Schooling during COVID-19: A Study of Six Elementary Level Educators' Reality |
Quelle | In: Educational Forum, 87 (2023) 3, S.264-277 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Burgin, Ximena D.) ORCID (Daniel, Mayra C.) ORCID (Coli, Sheila) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0013-1725 |
DOI | 10.1080/00131725.2022.2153189 |
Schlagwörter | Culturally Relevant Education; Elementary School Teachers; COVID-19; Pandemics; Online Courses; Teacher Attitudes; Educational Quality; Student Needs; Social Emotional Learning; Equal Education; School Closing; Social Justice; Teacher Competencies; Teaching Methods; Learning Activities; Distance Education; Illinois Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Online course; Online-Kurs; Lehrerverhalten; Quality of education; Bildungsqualität; School closings; Schule; Schließung; Schließung (von Schulen); Soziale Gerechtigkeit; Lehrkunst; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Distance study; Distance learning; Fernunterricht |
Abstract | This case study documents the experiences and efforts of six K-5 teachers from the Midwest region of the United States to adjust instruction and establish meaningful and productive online learning environments during the pandemic. Two themes emerged from the data reflecting teachers' perceptions about the quality of instruction and insufficiency of social emotional supports provided to students. We argue for instructional paradigms that address learners' social emotional needs effectively and equitably in online instruction. (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 |