ABSTRACT
COVID-19 affected modes of instruction and instructional processes across K to 12 classrooms. The purpose of this study was to examine K-12 teaching practices in one large district during COVID-19 and whether there were differences in overall practices, affect, and confidence, and regarding remote teaching between elementary and secondary teachers. Further, their professional development experiences were examined and their evaluation of those. 97 PreK to grade 12 teachers completed a survey regarding their confidence and affect to teach writing and reading, and provide remote instruction. Teachers also shared specific practices they engaged in during remote instruction and when working with special education and English Language Learners, described the types of professional development they received, their evaluation of their experience, and commented on their college-preparation. Overall, teachers did not find remote instruction of writing and reading as effective, but they commented on the potential of online instruction to be continued after the pandemic if they were provided with adequate support. Further, differences were found between elementary and secondary teachers on their affect and confidence for teaching writing and reading but not for remote instruction. Finally, teachers' comments indicate the need for ongoing PD to address instructional and implementation needs. Implications for research, practice, and policy are discussed.
ABSTRACT
The purpose of the study was to examine the feasibility and effectiveness of a distant-professional development model that supported the implementation of genre-based strategy instruction for procedural writing on second grade teachers' fidelity of implementation and students' writing quality. Participants were 84 s graders and four teachers who were randomly assigned to condition. Teachers completed an online workshop module prior to instruction, a survey on their instruction and confidence to teach writing, received coaching feedback during implementation, and were interviewed at pretest and posttest. Students wrote in response to two procedural topics at pretest and posttest, at maintenance, completed transfer tasks in science and in persuasion, were interviewed at posttest, completed a confidence scale, and standardized measures. Results showed that treatment teachers positively evaluated the PD and its components, taught with high fidelity, and positively commented on the instructional approach. Treatment students wrote papers of better quality at posttest and maintenance tasks, while there were no statistically significant differences at the transfer tasks, on students' confidence, and on standardized measures. Implications for professional development, practice, and research are further discussed.
