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Teachers' instructional responses to the COVID-19 pandemic.
Vahle, Courtney; de Araujo, Zandra; Han, Jaepil; Otten, Samuel.
  • Vahle C; University of Missouri - Columbia, 121 Townsend Hall, Columbia, MO, 65211, USA.
  • de Araujo Z; University of Florida, 0711 Norman Hall, PO Box 117052, Gainesville, FL, 32611, USA.
  • Han J; University of Missouri - Columbia, 121 Townsend Hall, Columbia, MO, 65211, USA.
  • Otten S; University of Missouri - Columbia, 121 Townsend Hall, Columbia, MO, 65211, USA.
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.
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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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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