Teaching and Leading Through a Pandemic: Key Findings from the American Educator Panels Spring 2020 COVID-19 Surveys

Hamilton, Laura S.; Kaufman, Julia H.; Diliberti, Melissa Kay

doi:10.7249/rra168-2

Cited by 125 publications

(142 citation statements)

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“…Data came from the 2020 COVID-19 Response Survey 1 of the American Teacher Panel and American School Leader Panel, available through the data portal of the American Educator Panel (RAND American Educator Panel 2020). The RAND Corporation collected the data from April 27 to May 11, 2020 as many US school districts and schools transitioned to remote learning (Hamilton, Kaufman, and Diliberti 2020;Reich et al 2020).…”

Section: Datamentioning

confidence: 99%

Equity, engagement, and health: school organisational issues and priorities during COVID-19

Trinidad

2020

Journal of Educational Administration and History

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Section: Datamentioning

confidence: 99%

Equity, engagement, and health: school organisational issues and priorities during COVID-19

Trinidad

2020

Journal of Educational Administration and History

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“…The daily practices of teaching and learning and the safeguarding of children is the essential work of headteachers/principals. Hamilton, Kaufman, and Diliberti (2020) identify that 83% of principals in the USA identified providing students with direct health and education guidance as their primary responsibility. In determining policy "principals reported a need for 'strategies or resources to address the loss of students' opportunities to engage in hands-on learning (e.g., loss of internships, labs, or hands-on learning activities in the classroom).'…”

Section: Literature Reviewmentioning

confidence: 99%

“…Technology for students, training for teachers, and highquality materials to support academic instruction and social and emotional learning were also areas of relatively high need." Hamilton et al (2020) demonstrate that "a substantial portion of teachers did not receive the guidance they needed to help all the students they served" (p. 7), leading to students with special educational needs, mild or moderate disabilities being potentially marginalised by national and regional school closure guidance.…”

Section: Literature Reviewmentioning

confidence: 99%

Pressures and Influences on School Leaders As Policy Makers During COVID-19

et al. 2020

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Pressure and influences on school leaders as school policy makers during COVID-19 have made the task of interpreting, translating and implementing guidance more a complex and essential operation. School leaders need to prioritise and balance ever-changing government policy advice, against limitations of school buildings, the welfare of students and staff as well as the needs of the communities their schools serve. By surveying and interviewing headteachers, senior leaders and governors, this paper identifies the inputs school leaders have had to react and respond to when creating policy in the context of COVID-19. The paper addresses the nature of, and factors affecting, pressures school leaders feel in authoring policy. The considerable challenges school-based policy makers face in implementing social distancing policy are non-trivial and increase tension to what is already highly stressful work. The report draws on data collected from a randomised, stratified sample of primary and secondary school leaders from across England in early June 2020, during the time of social distancing and school closure for most students. Findings suggest quality, quantity and frequency of top-down communication have contributed to school leader stress, while horizontal communication and collaboration between school leaders and across school communities helped to support leaders during rapid change. We recommend government and the education sector address communication, collaboration and change, to harness the challenges and opportunities identified by school leaders during the COVID-19 pandemic.

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“…reported that the school administrators described several challenges further indicated needs for supplementary supports, and Hamilton, Kaufman, and Diliberti, (2020) reported that 62 percent of teachers had received at least some training on how to use virtual learning management platforms and technology in the United States. Honigsfeld and Nordmeyer, (2020) argued that collaboration can make better this rapid educational shift to online and supported that collaboration is essential to meet all educational disparities.…”

Section: ____________________________________________________________mentioning

confidence: 99%

Teaching through Distance Learning Mode during Pandemic COVID-19: Obstacles and Opportunities

Choudhary

Noor

Khushnood

2020

ojs

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In Pakistan, life was running normally according to the yearly routine before the outburst of the novel COVID-19. The government had announced the closure of all educational institutes of Pakistan to avoid physical interaction due to the Pandemic outbreak. The scenario has caused the running routine to be traumatized because it pushed all the teaching to happen virtually. It was quite odd because it was a new dimension in Pakistan that needs many new skills to be imparted before its launch. Therefore, this study has been carried out to explore the teaching obstacles and to contemplate the opportunities for the future. The study examined various attributes of virtual teaching in special situations like COVID-19 in terms of pandemic impact, teaching satisfaction, workload, technical problems, mental health, readiness, collaboration, digital content, COVID-implications, and new opportunities. The questionnaire was used based on the Likert Scale. The digital form was generated and was distributed online to the target audience that was teachers from all levels of the university, college, and school. This study was significant in the sense that it explored the current teaching situation of Pakistan and predicted possible opportunities.

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Teaching and Leading Through a Pandemic: Key Findings from the American Educator Panels Spring 2020 COVID-19 Surveys

Cited by 125 publications

References 0 publications

Equity, engagement, and health: school organisational issues and priorities during COVID-19

Equity, engagement, and health: school organisational issues and priorities during COVID-19

Pressures and Influences on School Leaders As Policy Makers During COVID-19

Teaching through Distance Learning Mode during Pandemic COVID-19: Obstacles and Opportunities

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