The Syncretic Effect of Dual-Source Data on Affective Computing in Online Learning Contexts: A Perspective from Convolutional Neural Network with Attention Mechanism

Affective computing (AC) has been regarded as a relevant approach to identifying online learners' mental states and predicting their learning performance. Previous research mainly used one single-source data set, typically learners' facial expression, to compute learners' affection. However, a single facial expression may represent different affections in various head poses. This study proposed a dual-source data approach to solve the problem. Facial expression and head pose are two typical data sources that can be captured from online learning videos. The current study collected a dual-source data set of facial expressions and head poses from an online learning class in a middle school. A deep learning neural network using AlexNet with an attention mechanism was developed to verify the syncretic effect on affective computing of the proposed dual-source fusion strategy. The results show that the dual-source fusion approach significantly outperforms the single-source approach based on the AC recognition accuracy between the two approaches (dual-source approach using Attention-AlexNet model 80.96%;single-source approach, facial expression 76.65% and head pose 64.34%). This study contributes to the theoretical construction of the dual-source data fusion approach, and the empirical validation of the effect of the Attention-AlexNet neural network approach on affective computing in online learning contexts.

Variations in circadian rhythmicity and students' gender-related psychological conditions during the COVID-19 lockdown

In the face of the COVID-19 pandemic experienced around the world, new student lifestyles have had an impact on their daily behavior. The purpose of this study was to examine post-traumatic stress associated with the initial COVID-19 crisis in students (N = 280) with a mean age of 13 +/- 1.70 and to determine the relationship between their reported daily behaviors in terms of their gender. The study was conducted primarily in Casablanca and Marrakech, the two cities most affected by the pandemic at the time of the study in Morocco in May 2020. Our sample consists of 133 high school students and 147 middle school students, 83.6% of whom are females. Students were asked to answer questions based on an Activity Biorhythm Questionnaire, the Post-Traumatic Stress Scale (Weathers et al., 1993), the Hamilton Scale (Hamilton, 1960), the Worry Domains Questionnaire (Tallis, Eyzenck, Mathews, 1992), and the Visual Analog Scale of Moods (VASM) (Stern et al., 1997). The results obtained confirm that there is a significant relationship between the circadian rhythm of some variables and gender in some activities such as academic study (p < 0.05) and TV and Internet use (p < 0.05) and was highly significant for physical activity (p = 0.001), while others are not significant in relation to other schedules of the same variables or in relation to others. Likewise, for the psychological conditions, significant relationships with mood states and depressive tendencies were confirmed. In lockdown, the students' daily lives underwent changes in circadian rhythm and lifestyle. Therefore, it is necessary to treat their current psychological problems and avoid future complications. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The effect of a global pandemic on students' social emotional competencies

The objective of this study was to determine the effect of COVID-19 on youth's social emotional competencies. Specifically, this study examined whether there was a significant difference in social emotional competency proficiency levels of self-management, social awareness, and emotion regulation as measured by the Panorama SEL Survey from October 2019 to October 2021 in fifth through twelfth grade students who attended a large, diverse suburban school district in Illinois. This study showed statistically significant differences in students' proficiency levels, which increased for self-management and decreased for social awareness and emotion regulation. Based on these results, school district leaders should consider investing funds to increase interventions and strategies for students regarding social awareness and emotion regulation. Future research should consider analyzing mindfulness interventions implemented as well as the different demographic subgroups with pre-pandemic and during-pandemic data. An extension study with additional years from the same cohort may also provide meaningful insights to school district leaders. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The Views of Middle School Students on Distance and Face-to-Face Education on Mathematics Education during the COVID-19 Pandemic

The spread of the COVID-19 all over the world have negatively affected many areas, leading to a number changes throughout the world. Being one of these areas, education had to undergone some changes and shifted to distance education during the COVID-19 pandemic. However, distance education has also brought some discussions and problems. This study was carried out to investigate the thoughts of middle school students on distance education and face-to-face education. Based on quantitative research design, this study adopted a phenomenological design Data were collected from a participant group consisting of 240 secondary school students (60 5th grade, 60 6th grade, 60 7th grade and 60 8th grade) through a scale prepared by the researchers. The data were analyzed using SPSS package program with descriptive statistics such as frequency and percentage. As a result of the study It was found that middle school students' views on distance education and face-to-face education differed significantly with regard to parents' education level, gender, grade level and average monthly family income.

Experiences of Parents and Practitioners Working with Middle School Students with ASD during the COVID-19 School Shutdown

People with Autism Spectrum Disorders (ASD) may be especially vulnerable to the effects of the COVID-19 pandemic due to their unique characteristics. This qualitative case study used interviews with instructional staff and parents to understand the experiences of both families and practitioners during the COVID-19 pandemic, and how this can inform the use of virtual instruction for students with ASD. Through the lens of Bronfenbrenner's ecological systems theory (1979) we examined how the different layers of our world shifted due to the pandemic, and what influence this had on our students with a diagnosis of ASD. Findings revealed several themes of among the interview transcripts, five main themes were observed: COVID-19, conflict of no control versus freedom, setting, technology use and preparation, and perspective.

Educators' perspectives on cyberbullying: A qualitative study

Despite recognition that cyberbullying can have negative consequences in youth's lives, including decreased academic achievement, adverse physical outcomes, and increased suicidal ideation, there has been little empirical evidence about effective school interventions or understanding educators' knowledge and comfort to address cyberbullying with their students. The present study examined educators' perspectives on cyberbullying to inform effective intervention techniques in a middle school setting. Semi-structured interviews were conducted with 12 San Francisco Bay Area middle school educators. Results yielded the following themes: a) cyberbullying is conceptualized as harassment or mistreatment via electronic devices and media, b) some schools are not adequately prepared to guide and support teachers in navigating cyberbullying, c) school personnel report feeling willing to address cyberbullying but lack the training to do so, and d) cyberbullying seemed to increase after schools reopened from the COVID-19 pandemic. Additionally, despite educators' indications that they have significant concerns about the impact of cyberbullying on their students, they are feeling overwhelmed with the demands of the system to provide specific interventions for their students. Therefore, it would be imperative for future research to continue exploring effective intervention programs to utilize with middle school students. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Designing and Implementation of Web-enhanced Inquiry Learning for Literacy in Science Platform for Post COVID-19 Education

Teaching and learning for school science became more challenging during the COVID-19 pandemic as regular science classes were offered online in real-time remote, synchronized, asynchronized, and hybrid learning modes. In science education, students often cannot collect the real-time data necessary for inquiry in science classrooms. During the COVID-19 outbreak, web-based or e-learning platforms play a significant role in science education during and after the COVID-19 pandemic. To overcome the outbreak limitation, teachers and students were required to transform their teaching and learning to be online with and without the available online platforms, enabling both teachers and learners to easily different learning sources and make teaching and learning work efficient and effective. Therefore, this study proposed a prototype of a Web-enhanced Inquiry Learning for Literacy in Science (WILL-S) platform aiming to provide innovative and flexible teaching to enhance the science competencies of middle school students. This web platform allows teachers and students to maximize their teaching practices and learning processes in science. A preliminary evaluation of the proposed platform was carried out with eight in-service science teachers and 221 middle school students from eight different secondary schools located in northeastern Thailand to estimate their acceptance of the proposed platform from teachers' and students' perspectives. The preliminary result was the positive acceptability of the teachers and students. © 2023 IEEE.

Reader identity in the shadow of COVID

Reader identity has long been associated with reading success and is based on social interactions happening in conjunction with reading tasks. Social feedback, observational comparison, and progress are three of the sources of self-perceptions that inform reader identity. During the COVID pandemic, schools employed various safety protocols, including learning online or in a hybrid format, and social distancing and wearing masks when in school. These safety measures inhibited social interaction and communication (both verbal and non-verbal). Since reader identity is informed by social interactions, this descriptive research explored the state of reader identity among middle school students in the wake of safety protocols that limited social interactions. Eighty-nine students completed a modified version of the Reader Self-Perception Scale-2 (Henk, Marinak, & Melnick, 2012) to identify how students view their own reader identities. Contrary to what was expected, reader identity has not altered much throughout the pandemic. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Prevention behaviors and influencing factors among Wuhan middle school students during COVID⁃19 epidemic

Objective: To investigate how well do the middle school students in Wuhan know and perform COVID-19 prevention behaviors during the epidemic, and to identify the influencing factors that impact the wellness of students' performance on mask-wearing, hand washing, and other health-related behaviors. Method: We surveyed 21 middle schools in Wuhan using a self-developed questionnaire, evaluated the students' prevention behaviors, and used logistic regression to identify the influencing factors. Results: We investigated 6 858 students with an average age of (14. 5±1. 5) years, including 3 584 male students (accounting for 52. 3%). Grade, parents' education, and submission time are significantly related to the wellness of the three types of health behaviors (P<0. 05). Junior high school students showed a better performance in handwashing and other health-related behaviors than senior high school students (P<0. 05). Parents' education showed a significant impact on students' prevention behaviors in all aspects (P<0. 05). Conclusion: Enhancement is needed for the education of prevention behaviors among middle school students. Schools should pay more attention to students whose parents are of the lower level of education. © 2023 Editorial Board of Medical Journal of Wuhan University. All rights reserved.

Novice kindergarten and elementary teachers' lived experience with math content and instruction

Math proficiency in the elementary grades is one component to ensuring a highly qualified science, math, engineering, and technology workforce. The literature indicates that teachers of those early years greatly impact their students' future attitudes and abilities in the STEM fields. Therefore, it is critical that administrators, teacher education programs, and policymakers implement procedures to prepare and empower preservice teachers. This hermeneutic phenomenology focused on novice teachers' impressions of their preparedness regarding kindergarten and elementary math content and pedagogy. Ten teachers answered questions about their past educational experiences, their current teaching position, and strategies for addressing challenges. Unfamiliar curriculum and gaps in basic student knowledge were two of the difficulties that the teachers mentioned. They faced these issues through differentiation, collaboration, and self-reflection. Collaborating with a mentor or colleagues allowed these novice teachers to glean resources and strategies that helped them navigate elementary math content and pedagogy. In addition, this study revealed the influence that the teachers' resilience had on their ability to maneuver the difficulties inherent in the first two years as a classroom teacher. The impact of attending a faith-based university, the influence of middle-school math teachers, resilience in kindergarten through elementary teachers, and managing the consequences of Covid-19 restrictions in schools warrant further study as they relate to math content and instruction in kindergarten through fifth-grade mathematics. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Community Engaged Learning as part of Senior Research Seminar and Chemistry and Biochemistry Club Activities

The Outreach Program involves Community -engaged Learning that seeks to involve both the classroom and the Christian Brothers University (CBU) biochemistry and chemistry clubs in our K-12 education focused activities. These activities include a regional science fair for middle and high school students, the Chemistry Olympiad local and national competitions, and a summer outreach program for K-5 children who were recent immigrants from war-torn areas of Africa. Students in a seniorlevel research seminar class had an opportunity to put their skills to use by assisting in the judging of research projects conducted by grades 6, 7, and 8 students in our middle school fair which was affiliated with the Broadcom Masters national competition. Students in both the biochemistry and chemistry clubs and the research class have assisted with both the middle school and high school fairs by setting up tables for the presenting students and serving as information guides for the middle and high school students and their parents and teachers who came to our CBU campus to participate in the fairs prior to the Covid-19 pandemic. The assistance of our students from the research course and the clubs has enabled us to allow area students from public, private, and home-school to compete in the fairs at no charge to them or their parents or schools. Students from the biochemistry and chemistry clubs also helped by serving as information guides at the Chemistry Olympiad competitions and preparing the lab for the practical experimental section of the National Chemistry Olympiad Exam. These programs are resuming this spring with In-person only fairs and Chemistry Olympiad competitions with active participation by our students. Also prior to the COVID-19 pandemic, students from the biochemistry and chemistry clubs participated in the summer enrichment programs outside CBU for children of recent immigrants from Africa. These programs focused on a variety of STEM related activities related to chemistry, weather, geology, and fractals.Copyright © 2023 The American Society for Biochemistry and Molecular Biology, Inc.

A qualitative study of parental involvement in middle school character education and social and emotional learning programming

Since the development of the public school system, schools have been tasked with producing upstanding citizens and productive members of society (Smith, 2013). Although the focus of adolescent character development has been incorporated into the U.S. public school system, parents, guardians, and caregivers are often excluded from the decision-making, planning, and implementation of Character Education and Social and Emotional Learning programming (Cavanaugh, 2012). Preventing bullying and cyberbullying, lowering the escalation of school violence, and helping adolescents to cope with the effects of the COVID-19 pandemic increased pressure on schools to evaluate existing Character Education and Social and Emotional Learning programming (DA Custom Publishing, 2019). This qualitative phenomenological study was designed to explore the lived experiences and perceptions of middle school parents and principals on parental involvement in Social and Emotional Learning and Character Education programming in Southwestern Pennsylvania Middle Schools. The findings provide guidance to educational stakeholders including administrators, governing school boards, counselors, and teachers in improving the policies, decision making processes, and inclusion strategies of parental involvement in Character Education and Social and Emotional Learning in public school systems. The results of this study provided strong evidence for the importance of integrating character education, social and emotional learning, and family involvement and engagement at the middle level. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Exploring motivating factors of traditionally trained first-year teachers: A qualitative study

The problem among teacher retention is an issue as the annual teacher turnover rate in several countries is between 13-15%. With the increase in teachers selecting alternative paths or emergency permits, this study aimed to explore the motivational factors of traditionally trained, first-year, full-time, K-12 public teachers. The education motivational research specifically focused on preservice experience, early teacher experience, teacher motivation approaches, and recruitment and retention motivation. Although there is a lot of research on motivation, the research gap did not provide motivational factors specifically aimed at the traditionally trained, first-year, full-time, K-12 public teachers. The study contributed to the field of education by providing the motivational factors from the teachers' own experiences through a basic qualitative approach with semi-structured interviews. The purpose of this basic qualitative study was to explore the motivational factors traditionally trained, first-year, full-time, K-12 public school teachers. The theoretical framework for the study was Herzberg's motivation-hygiene theory. The population for this study consisted of 10 traditionally trained, full-time K-12 public school teachers. Using thematic analysis, four motivational factor themes emerged: affirmation, support, job selection, and pandemic impact. The teachers were motivated by affirmation, acknowledgement of their conscientious application to the profession and knowing they were making a difference among their students. The teachers were motivated by support through having balance and opportunities for professional growth. The teachers were motivated by the ability to select the position and school district. On the opposite spectrum, the pandemic impact motivated teachers in making the decision to return to the classroom the following year. The study includes the COVID-19 restrictions, specifically the interviews being conducted virtually. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

National Capital Section Presents Future City 2023 SpeciaI Award

Future City organizations and teams have returned to normal activities this year after Covid;and have reorganized and conducted a very successful Future City 2023 Competition. On 19 February, regional Future City winners from 41 middle schools and after-school organizations (eg, scouts, 4H, boys/girls clubs) from nationwide and China participated in the Future City National Finals. The Special Awards judging was done in person in Washington DC. In its 31st year Future City has engaged middle school in STEM and diversity. This year's Future City theme was "Climate Change Challenge." Middle school students were asked to create cities of the future, first on a computer and then as large tabletop models. Working in teams with a teacher and volunteer engineer mentor, students create their cities using the SimCity 3000 TM video game donated to all participating schools by Electronic Arts, Inc., of Redwood City CA.

The perceived effects of a structured collaborative professional development program on teacher efficacy and job satisfaction

This applied dissertation was designed to study the relationship between the participation of teachers in a collaborative professional development program, Lesson Study, and their self-efficacy and job satisfaction. Lack of structure and time to effectively implement and reflect upon collaborative professional development programs create a sense of frustration and dissatisfaction in the teaching profession and at the proposed study site as rigorous standards for professional development and job performance continue to rise. Recent research showed that teachers who engage in Lesson Study as a structured professional development tool often experience a stronger sense of self-efficacy and satisfaction compared to those who do not participate.This mixed-methods study investigated the perceived impact that Lesson Study, a structured collaborative professional development program, had on the efficacy and job satisfaction of middle school and high school teachers. A total of 19 participants, 13 middle school teachers and 6 high school teachers, were recruited as volunteers in this research study. Each participant completed the Teacher Job Satisfaction Questionnaire, The Ohio State Teacher Efficacy Scale, and an open-ended questionnaire on available professional development opportunities to establish a baseline in terms of job satisfaction and individual efficacy. At the end of the eight-week Lesson Study, each participant completed the same survey instruments as post-assessments. In addition, each participant completed a weekly journal entry reflecting their individual thoughts, feelings, questions, and impressions over the course of the eight-week Lesson Study process. They also completed a Classroom Observation Form after each lesson taught, as well as a comprehensive Group Reflection Form.The researcher first analyzed the quantitative and qualitative data separately. Descriptive coding was used to identify common themes, and then the data was triangulated to gain a better understanding of the perceived value of Lesson Study and its impact on teacher efficacy and job satisfaction. Each participant expressed an average to above-average sense of efficacy and job satisfaction prior to their participation in the research study. In combination with a limited number of participants due to COVID constraints, limited time, and a decreased participation rate during post-survey dissemination, the data and common themes identified show teachers' participation in Lesson Study did not have any significant impact on their perceived sense of efficacy and job satisfaction. This information should be utilized to better inform administrators at both the middle school and high school study sites on how to schedule designated time for content-specific professional development opportunities that promote a more positive and collaborative work environment for teachers in a post-COVID environment. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Editorial Introduction

Teacher preparation programs must begin addressing the challenges these laws present to P-12 schools. [...]in this article, the author discusses a qualitative research study that examined southern gay male teachers' beliefs about the intersectionality of sexuality, gender identity, and pedagogy in secondary classrooms. The project's embrace and criticism are expressive of the juxtaposition When Diversity Isn't the Point: Mirrors, Windows, and Sliding Glass Doors in the Classroom Kaitlin Jackson : This article looks past the gifted classics of children's literature to explore the incredible opportunity that is missed all too often: an opportunity to intentionally choose books in which diversity is not the point but showcase much-needed representation. Drawing on in-depth interviews, participant observations, pláticas, document analyses, and literature on race and space and racism in higher education, I argue that the racially hostile campus environment experienced by MMAX students at their respective university manifests itself as a form of educational-environmental racism. Under the Next Gen- eration Science Standards, middle school students are expected to model EarthMoon-Sun motions to explain Moon phases, eclipses, and seasons (NGSS Lead States, 2013).

Household secondhand smoking and asthma exacerbation during the covid-19 pandemic in Japanese junior high school students

Background: There is evidence that secondhand smoke exposure, particularly indoor smoking exposure, increases the risk of asthma exacerbations. This relationship might be modified in the era of a pandemic of covid-19 when the overall spread of viral infection may decrease due to precaution. Method(s): In this public school-based longitudinal paper questionnaire study in 2019 and 2021, the students and parents of junior high schools were asked whether the student had ever been diagnosed as wheezy bronchitis or asthma by a doctor and whether they had wheezing or whistling in the chest in the last 12 months. The presence of smokers in the household and their location of smoking (outside only or indoor) were also asked. Student sex, parental age, household income, and the region of the school were employed as covariates. Result(s): Of 1926 students who registered in 2019, 1482 (76.9%) responded in 2021. A total of 351 (23.4%) ever had a doctor diagnosis of asthma. The rate of students who reported asthma symptoms decreased from 27.4% in 2019 to 8.6% in 2021. The rate of asthma symptoms significantly increased depending on the presence of smokers in the household and the location of smoking in 2019;22.1% (44/199) in the students with no smokers in the household, 29.2% (19/65) smokers with smokers who smoke only outside the home, and 39.1% (34/87) with indoor smokers. This association remained significant in 2021, although there were some improvements in the overall smoking status in the household;5.5% (12/217), 12.3% (7/50), and 14.3% (11/77), respectively. The adjusted odds ratio of asthma symptoms in the students with indoor smokers, as compared with no smokers in the household, was 1.92 (95% confidential intervals (CI), 1.06-3.48) in 2019 and 2.92 (95% CI, 1.03-8.21) in 2021. Conclusion(s): These results suggest that household indoor smoking exposure may have an adverse effect on asthma symptoms even in the era of the covid-19 pandemic.

Perceived job satisfaction among teachers pre-covid-19 and second year COVID-19: A qualitative analysis

Teacher attrition is a problem. A high level of teacher attrition contributes to the teacher shortages across the United States. Teachers leaving the teaching profession and the growing demand for more teachers in the workforce necessitates research regarding job satisfaction among teachers. The purpose of this qualitative study was to explore the commonalities and differences among perceptions of elementary, middle school, and high school teachers in southern Illinois. Internal and external factors behind job satisfaction in the teaching profession prior to the COVID-19 pandemic and during the second year of the COVID-19 pandemic were examined. Dr. Maslow's hierarchy of needs theory was the theoretical framework. Seven research questions examined job satisfaction among seven elementary teachers, nine middle school teachers, and five high school teachers. Open-ended interview questions were used to collect participants' perceptions of their job satisfaction prior to COVID-19 and year two of COVID-19. Data was analyzed using a thematic analysis approach. Findings from the thematic analysis indicate the importance of retaining factors that increase teachers' job satisfaction. Changes in the teaching profession may include understanding from administration and the public as to what teachers go through socially and mentally. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

COVID-19 Y SALUD MENTAL DOCENTE Diferencias en torno al sexo y el rol de cuidador(a)

Although research on mental health increased during the COVID-19 pandemic, less evidence exists on teachers, women, and caregivers, in spite of their higher vulnerability. The objective of this study is to examine the differences in terms of gender and caregivers' roles in the mental health of Chilean teachers following five months of closed schools. To reach this goal, an online questionnaire was employed from July 9 to August 6, 2020;Goldberg's 12-item General Health Questionnaire was included. The results show that 43.6% of the respondents obtained more than seven points, with a higher number among women and caregivers. One of the causes provided in the conclusions points to teachers' resources for addressing demands. The recommendation is that preventive actions, treatment, and palliative efforts should view mental health as a problem that unequally affects teachers who are caregivers and female. (English) [ FROM AUTHOR] Aunque ha aumentado la investigación sobre la salud mental durante la pandemia de COVID-19, hay menos evidencia sobre docentes, mujeres y personas cuidadoras, a pesar de su mayor vulnerabilidad. El objetivo de esta investigación fue examinar las diferencias en torno al sexo y el rol de cuidador(a) en la salud mental de las y los docentes chilenos después de cinco meses de cierre de las escuelas. Para este fin, se aplicó un cuestionario en línea entre el 9 de julio y el 6 de agosto de 2020, que incluyó el Cuestionario de Salud General de Goldberg de 12 ítems. Los resultados muestran que el 43.6% obtuvo más de 7 puntos y el valor subió en mujeres y cuidadoras(es). En las conclusiones, junto a las causas, se indican los recursos que tienen las y los docentes para enfrentar las demandas. Se recomienda que las acciones preventivas, de tratamiento y paliativas visualicen la salud mental como un problema que afecta desigualmente a docentes mujeres y cuidadoras(es). (Spanish) [ FROM AUTHOR] Copyright of Revista Mexicana de Investigación Educativa is the property of Consejo Mexicano de Investigacion Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Middle school teacher methods for cultivating student autonomy: A PLC case study during COVID-19

The purpose of this PLC-informed qualitative interview case study was to explore middle school teacher methods for cultivating student autonomy and the rationale behind their instructional choices. Here, student autonomy was defined as learners taking ownership of their academic performance and scholastic responsibilities (Holec, 1981). The unforeseen emergence of COVID-19 impacted the format of this study and provided a rare opportunity for a six-week, nine-member professional learning community (PLC) focusing on the topic of student autonomy. A survey questionnaire, PLC transcripts, and 30-minute semi-structured qualitative exit interviews underwent thematic coding analysis to place teacher responses in the context of predominant voices found in academia today. Themes are examined from a leadership perspective, through the social justice lens of critical pedagogy (Freire, 1970;Giroux, 2011;McLaren, 2015). This study evolved to capture the teachers' lived experiences during the pandemic in order to gain their perspectives on how autonomy shifted along with the traditional means of instruction during this time of seismic change. Discussed are themes of performativity, teacher authenticity, social and emotional learning (SEL), PLCs as professional development (PD), motivation, constructivism, adaptive expertise, and metacognition, along with several others, nesting teachers' practical experience in the rich context of pedagogical theory, specifically when navigating new roles in remote and hybrid instruction. (PsycInfo Database Record (c) 2023 APA, all rights reserved)