ABSTRACT
The following research reports on a collaborative effort between two university field supervisors for an elementary teacher preparation program in the Pacific southwest. Utilizing practitioner inquiry and situated learning as conceptual frameworks, the authors qualitatively examine the experiences ten elementary education teacher candidates have with promoting student engagement during emergency response teaching because of the COVID-19 pandemic. An interpretive phenomenological analysis of 20 lesson reflections and supervisor observation notes reveals teacher candidates (TCs) need more support with questioning, feedback and formative assessment, and technology tools to keep students engaged when teaching at a distance. Recommendations suggest a need for teacher preparation programs to provide TCs with opportunities to practice engagement strategies in distance education settings. © 2021, The International Academic Forum (IAFOR). All rights reserved.
ABSTRACT
The coronavirus (covid-19) pandemic has increased the mental health needs of communities across America. Public libraries have responded by utilizing the existing resources they developed such as training staff in Mental Health First Aid and employing social workers and nurses. In addition, libraries have created new targeted programs to address mental health during the covid-19 pandemic. This literature review discusses how these various factors relate and further directions for research. © 2021. All Rights Reserved.