Virtual and personal academic instruction and behavior management

This chapter explores effective instructional and behavior management practices, and their role in creating an environment that promotes student success and student mental well-being. It considers how the evidence-based approaches might recommend mesh with guidance for working with children and youth impacted by trauma. Explicit instruction is a combination of effective teaching practices that have consistently shown to have a positive impact on student achievement. Active student engagement is critical for the learning and success of all students. Effective feedback involves providing information to improve or maintain student performance, and increasing student motivation, engagement, and independence. The implementation of effective instructional practices has been an issue long before the onset of COVID-19. This issue was exacerbated with the arrival of COVID-19 as instructional design, delivery, and assessment transformed into primarily an online environment. Meeting students' learning needs and virtual instruction were two themes that emerged regarding challenges related to learning and instruction during the pandemic. Classroom and behavior management have long been identified as areas of concern for teachers. Rigorous implementation of academic instruction and behavior management practices potentially holds the key to improving both outcomes and overall mental health for countless students. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Effect of COVID-19 Isolation on Nursing Student and Older Adult Interview Assignment.

The US population is aging. Young people may have ageist views that may deter them from careers working with older adults. Intergenerational teaching strategies in college courses offer opportunities for young and older people to interact. In a nursing course, 7 semi-structured interviews, discussion board content, and a synthesis project provide the framework for a sharing relationship to develop. The COVID-19 required alterations in the interview format, and understanding these changes from the elders' viewpoints were added to the interviews. This data identified 4 themes with positive and negative reactions.

How university instructors apply the design principles for electronic courses: a comparative study based on Richard Mayer's model on multimedia learning

Purpose Due to the lack of standard and research-based frameworks in evaluating the content designed in electronic courses, there appears a need to examine some existing theoretical models like the cognitive theory of multimedia learning (CTML) developed by Richard Mayer on real occasions. To confirm the effectiveness of the seven principles of the model driven from this theory in different educational settings, especially amid the COVID-19 pandemic, the present study was conducted in the contexts of two universities in Iran for comparison purposes. Design/methodology/approach The present research is a descriptive one for which a survey method was considered to collect data. A measurement instrument was developed based on the seven principles mentioned in the last edition of the book written by Clark and Mayer (2016) as well as an extensive review of the related literature. The data gathered from 524 online questionnaires returned by students of a public university Shahid Beheshti University (SBU) and a private one Ruzbahan University (RU) were then analyzed through partial least squares using SmartPLS 3.0. Findings The results of confirmatory factor analysis showed that convergent and discriminant validities, as well as model fit indices, had the reliability of the theoretical model at the 99% confidence level. Based on the path coefficients found for testing hypotheses, modality and coherence principles were the first and last priorities, respectively. Moreover, the comparative study showed that t-statistics values for multimedia, contiguity, modality, redundancy and personalization but not for coherence, and segmenting and pretraining principles are significantly different between the two universities. Originality/value This study can be considered a pioneering research in Iran so as to increase the quality of multimedia design, instruction and learning at university levels in future research while emphasizing the importance of Mayer's principles in the design of electronic content.

Impacts of the COVID-19 Pandemic on Student Learning and Opportunity Gaps Across the 2020–2021 School Year: A National Survey of Teachers

Although many school districts made efforts to provide instruction during the COVID-19 pandemic (including in-person, remote, and blended/hybrid options the length of instruction time and delivery models have varied from district to district. This disruption in education has been projected to result in a significant learning loss, which may be particularly profound for students from disadvantaged backgrounds, leading to widening opportunity gaps. However, there is limited empirical data that can provide important contextual background for understanding the impact of the pandemic on student learning. Therefore, we conducted a national survey with a random sample of 582 elementary school teachers to understand the instructional changes that occurred, the amount of academic content instruction provided to students, and teachers perceptions of the learning supports needed and provided to students during the 2020–2021 school year. Results indicated that most teachers relied on alternative forms of instruction and experienced changes in delivery models but reported low instructional effectiveness. Compared to typical years, teachers reported significant decreases in curriculum coverage;the number of students who received needed interventions, and students who were ready to transition to the next grade level during the 2020–2021 school year. Teachers also reported greater impacts on instruction for students from disadvantaged backgrounds. Follow-up analyses using prior school achievement data corroborated the findings that higher school achievement was associated with smaller impacts on student learning and delivery of instruction. Copyright © 2022 Namkung, Goodrich, Hebert and Koziol.

Impacts of the COVID-19 Pandemic on Elementary School Teachers' Practices and Perceptions Across the Spring and Fall 2020 Semesters

Following the closure of schools in the spring 2020 semester due to the COVID-19 pandemic, we developed two surveys to understand how the pandemic affected elementary education in the U.S. First, we distributed a survey at the end of the spring 2020 semester to understand how school closures impacted delivery of instruction. Second, we conducted a follow up survey in November 2020 to determine the nature of instruction provided to students when schools did or did not re-open in Fall 2020 and understand teachers' perceptions of student learning and achievement during the pandemic. Each survey was sent to a sample of over 9,000 teachers who were randomly selected to be representative of the population of the U.S. Results indicated that many students did not receive direct instruction in academic skills during the spring 2020 semester. Although by late fall 2020 teachers reported broad use of some form of in-person instructional model, teachers indicated that many of their students were not ready to transition to the next grade level and that achievement gaps were larger in fall 2020 than in typical years. These findings have important implications for practices during potential school closures in the future.