ABSTRACT
Prior to the spring 2020, education in the United States looked very similar to how it had always looked ... students attended brick-and-mortar schools, used technology in their classrooms and homes to supplement their learning, and relied on the support of teachers as needed or wanted. Parents, for their part, were involved in the traditional supportive roles of checking over homework, monitoring attendance, and providing encouragement as warranted, and worked to balance this role with professional and community obligations and responsibilities. The COVID-19 pandemic swept across the globe, and parents as well as teachers were suddenly thrust into different and less familiar roles, as teaching and learning transitioned to a virtual experience. In examining this transition, a team consisting of researchers from Florida and North Carolina sought to determine the effectiveness of the parent roles in schooling from the educator perspective. In this chapter, the findings of this study are explored and analyzed, with recommendations made for research moving forward in this area. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
The study examines teacher perspectives on preparedness to implement the transition of over 50 million K-12 students to online and virtual teaching formats. With the onset of the COVID-19 pandemic, students were instructed to remain at home and to avoid the potential dangers of virus spread in schools. Once this transition began, and then continued on as the pandemic ignited, attention and scrutiny was aimed at how well teachers had been prepared for this shift. Relationships between these perceptions in terms of years of teaching, grade level, content area, school type, and school level were examined in this study. Over 140 teachers, ranging from kindergarten to senior English teachers completed the survey. The researchers analyzed emerged patterns and sentiment scores for the most prevalent themes. The study sought teacher perceptions of preparation as provided by schools, districts, and universities as well as perceptions on how engaged parents and students felt during this dramatic and sudden shift. Findings demonstrate that significant differences exist between how teachers perceive their levels of preparedness for teaching remotely depending on their teaching experience. It was evident that the pandemic affected K-12 school systems in one state harsher than in higher education. Conclusions from this study better inform future decisions of this nature and that could ensure higher levels of teacher preparation.
ABSTRACT
Prior to the spring 2020, education in the United States looked very similar to how it had always looked ... students attended brick-and-mortar schools, used technology in their classrooms and homes to supplement their learning, and relied on the support of teachers as needed or wanted. Parents, for their part, were involved in the traditional supportive roles of checking over homework, monitoring attendance, and providing encouragement as warranted, and worked to balance this role with professional and community obligations and responsibilities. The COVID-19 pandemic swept across the globe, and parents as well as teachers were suddenly thrust into different and less familiar roles, as teaching and learning transitioned to a virtual experience. In examining this transition, a team consisting of researchers from Florida and North Carolina sought to determine the effectiveness of the parent roles in schooling from the educator perspective. In this chapter, the findings of this study are explored and analyzed, with recommendations made for research moving forward in this area. (PsycInfo Database Record (c) 2022 APA, all rights reserved)