From the Field: Education Research During a Pandemic

DeMatthews, David E.; Knight, David S.; Reyes, Pedro; Benedict, Amber; Callahan, Rebecca M.

doi:10.3102/0013189x20938761

Cited by 57 publications

(36 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…• Synthesizing and translating research to support educational leaders and teachers; • Drawing from existing expertise and research to organize and provide timely professional development opportunities; and, • Partnering with states, districts, and schools to evaluate and improve new practices (DeMatthews et al, 2020).…”

Section: Potentially Productive Considerations and New Lines Of Inquimentioning

confidence: 99%

On the Cusp of Profound Change: Science Teacher Education in and Beyond the Pandemic

Campbell

Melville

Verma

et al. 2021

Journal of Science Teacher Education

View full text Add to dashboard Cite

In May 2020, we used the editorial Science Teacher Education in the Times of the COVID-19 Pandemic (Verma et al., 2020) as an occasion to document the unique time in history in which we found ourselves. In our editorial, we focused on "1) documenting snapshots of the global impact of the pandemic on life and schools, 2) examining a sampling of governmental leaders' responses to the pandemic, especially considering what we can learn about societies relation to, and reliance (or not) on, science; and 3) documenting the ways in which the COVID-19 had helped amplify our societal and educational inequities" (p. 483). At the time we wrote our editorial there had been more than 4 million global cases of COVID-19 and more than 250,000 global COVID-19 related deaths. On November 21, 2020, the date on which we wrote this editorial, and approximately six months after our first COVID-19 focused editorial, there were more than 55 million global COVID-19 cases and more than 1.3 million global deaths attributed to the pandemic. As can be seen, we continue to suffer tremendously at the hands of the pandemic. Now, while it may be tempting to provide another snapshot as we did in May to document the impact of the pandemic on life and schools, our governmental responses, and the ways in which COVID-19 continues to amplify societal and educational inequities, we have instead chosen to focus this editorial on how science teacher education has been challenged as a result of the ongoing grip of the pandemic, and as a result of those challenges, the opportunities that we are now presented with. More specifically, we document some of the changes to science teacher education that have occurred and point to how innovative approaches used to make these changes possible might also point to the future. Further, we propose and consider how the new lines of inquiry connected to the new insights made apparent during the COVID-19 pandemic might support the field of science teacher education in imagining a more equitable future that is grounded in cultivating science student's and citizen's critical consciousness and reliance on science and justice-informed decision making. Changes to science teacher education in the pandemicThe first wave of the pandemic, which rolled across the world from January, brought with it abrupt transitions to remote learning with varied success through a range of online platforms (Durden, 2020;Lederman, 2020). In response, science teacher educators across the globe were faced with making decisions about how to best support preservice teachers learning to teach in ways that are very different from the traditional in-person instruction and field-based CONTACT Todd Campbell

show abstract

Section: Potentially Productive Considerations and New Lines Of Inquimentioning

confidence: 99%

On the Cusp of Profound Change: Science Teacher Education in and Beyond the Pandemic

Campbell

Melville

Verma

et al. 2021

Journal of Science Teacher Education

View full text Add to dashboard Cite

show abstract

“…Such efforts were aimed at maintaining spirits, motivation, well-being, allowing students to continue their studies and, above all, guaranteeing educational quality. This has led support to try to supply necessary physical resources, laptops, and Internet access, although these would not be the only concerns expressed by students in the study that reveal concern for their mental health and illness in the family [35][36][37].…”

Section: Discussion Of Resultsmentioning

confidence: 99%

A Systemic Framework to Evaluate Student Satisfaction in Latin American Universities under the COVID-19 Pandemic

Quispe-Prieto

Cavalcanti-Bandos

Caipa-Ramos

et al. 2021

Systems

View full text Add to dashboard Cite

Latin American universities (LAUs) have been going through a serious lack of economic resources which has plunged them into a deep financial crisis. The COVID-19 pandemic has exacerbated this calamity. However, LAUs have implemented online teaching processes in order to mitigate the effects of scheduling and other classroom disruption. There is evidence that these modes of teaching have had a reasonable reception but the level of student satisfaction is yet unknown. This article takes a systemic view of the predicament facing LAUs. It represents the elements related to the disruption caused by COVID-19 in a rich picture, building a systemic framework to explore student satisfaction with remote teaching. Using a sample of 298 students from Brazil, Colombia, and Peru, the study analyzes their situation through: (a) Well-being, educational resources, and learning experience and; (b) General satisfaction with virtual classes. Applying exploratory factor analysis, this study identifies three dimensions: (a) satisfaction with support and adaptation in the virtual modality; (b) satisfaction with the interaction in the virtual classroom; and (c) satisfaction with the development of the study program. Medium/high scores for the dimensions indicate moderate/high levels of satisfaction. The findings suggest that there are still unsatisfied needs regarding access to digital resources and socio-emotional needs. This article could be of interest to Higher Education Institutions (HEI) planners dedicated to post-pandemic, virtual education.

show abstract

“…COVID-19 and the disruption of in-person schooling has not only exacerbated numerous educational inequities (DeMatthews et al, 2020), but has also distracted attention toward immediate problems that have arisen since the start of the pandemic. While the needs of students, teachers, leaders, and communities has been a priority for policymakers during the COVID-19 pandemic, there still is a need to focus efforts on education issues that still exist even while schooling has been offered through virtual, remote, or hybrid models.…”

Section: Disrupting the Distractions Of Chronic Absenteeismmentioning

confidence: 99%

Masking Attendance: How Education Policy Distracts from the Wicked Problem(s) of Chronic Absenteeism

Childs

Lofton

2021

Educational Policy

View full text Add to dashboard Cite

Traditionally, education policy focuses on reforms that address class size, teaching and learning within classrooms, school choice, and changes in leadership as ways to improve students’ educational outcomes. Although well intentioned, education policy can distract from the multi-layered causes that impact achievement and opportunity gaps, and how students’ life circumstances can affect their school attendance. Students who miss school frequently are less likely to be impacted by even the most robust and comprehensive education reforms. This paper discusses how the root causes of chronic absenteeism are complex and that policy distractions can stifle solutions to solve school attendance issues. As a wicked problem, chronic absenteeism, requires a conceptual framework that helps to organize policy responses within all levels of the educational system, as well as expansive to include other social sectors within public policy.

show abstract

From the Field: Education Research During a Pandemic

Cited by 57 publications

References 12 publications

On the Cusp of Profound Change: Science Teacher Education in and Beyond the Pandemic

On the Cusp of Profound Change: Science Teacher Education in and Beyond the Pandemic

A Systemic Framework to Evaluate Student Satisfaction in Latin American Universities under the COVID-19 Pandemic

Masking Attendance: How Education Policy Distracts from the Wicked Problem(s) of Chronic Absenteeism

Contact Info

Product

Resources

About