Teachers' instructional responses to the COVID-19 pandemic.
Teach Teach Educ
; 124: 104040, 2023 Apr.
Article
in English
| MEDLINE | ID: covidwho-2236525
ABSTRACT
In response to the COVID-19 pandemic, schools transitioned to Emergency Remote Teaching (ERT). In May 2020, as part of an existing study of flipped Algebra instruction, we interviewed eleven Missouri teachers to understand how their instruction changed as they moved to ERT. Drawing on practical rationality, we found the pandemic led to a breach of norms (assigning grades, synchronous meeting times, delivering new content, and students' completion of work). Findings highlight the interconnected nature of norms and reveal differences in teachers' responses to the breach of norms. We found administrative policies, particularly around grading, significantly impact teachers' decisions during ERT.
Full text:
Available
Collection:
International databases
Database:
MEDLINE
Type of study:
Prognostic study
Language:
English
Journal:
Teach Teach Educ
Year:
2023
Document Type:
Article
Affiliation country:
J.tate.2023.104040
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