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Articles 1 - 5 of 5
Full-Text Articles in Education
Communicating Home During The Covid-19 Pandemic: Lessons Learned From A Middle Grades Speech Therapist, Kelsey Jenkeleit
Communicating Home During The Covid-19 Pandemic: Lessons Learned From A Middle Grades Speech Therapist, Kelsey Jenkeleit
Middle Grades Review
The COVID-19 pandemic changed how communication occurred between parents and teachers. This autoethnography focuses on my experiences as a middle grades speech therapist during the 2020-2021 school year, with a specific focus on parent-teacher communication. Using a Funds of Knowledge framework to help me analyze, understand, and describe communication data gathered over the course of the pandemic, I found that (1) communication increased during remote learning as more parents were home with their children; (2) the folding of work and home presented unique communication challenges, and (3) I felt a yearning for more communication to continue, especially after students returned …
Are Students' Basic Psychological Needs Fulfilled In Remote Learning Environments?: A Mixed Methods Study, Lindsay M. Griendling, Victoria J. Vanuitert, Sean D. Mcdonald
Are Students' Basic Psychological Needs Fulfilled In Remote Learning Environments?: A Mixed Methods Study, Lindsay M. Griendling, Victoria J. Vanuitert, Sean D. Mcdonald
Middle Grades Review
Self-determination theory (SDT) posits that three basic psychological needs (i.e., autonomy, competence, and relatedness) must be fulfilled to promote positive outcomes among individuals participating in social environments. Teachers can provide supports to fulfill these needs within classroom environments to help them become autonomously motivated to engage in tasks and activities. Unfortunately, school closures and the shift to remote learning during the COVID-19 pandemic may have challenged teachers’ ability to create need-supportive classroom environments due to issues such as reliable access to technology, teacher preparedness in facilitating remote learning, and negative impacts to mental health and well-being. However, the extent to …
Using A Connected Learning Framework To Promote Democratic Education During A Transition To Online Learning, Abigail H. Baker, Jennifer L. Kassimer
Using A Connected Learning Framework To Promote Democratic Education During A Transition To Online Learning, Abigail H. Baker, Jennifer L. Kassimer
Middle Grades Review
In this essay, we discuss how a Connected Learning (CL) approach to education can offer students and teachers a democratic framework to follow when designing instruction, especially with the recent shift to online and hybrid instruction due to the global pandemic. We present literature on the opportunities and challenges of transitioning to online instruction in the midst of the pandemic. We then discuss how the CL framework promotes a democratic approach to teaching and learning. Finally, we offer guidance on how to design a unit or lesson plan using a CL framework to provide both a connected and democratic learning …
Success Plan For The Online Learning Experience: Student Engagement, Teacher Accessibility, & Relationships, Ruchelle Combs
Success Plan For The Online Learning Experience: Student Engagement, Teacher Accessibility, & Relationships, Ruchelle Combs
Middle Grades Review
Online teaching in the time of COVID-19 is a new and sometimes scary experience for even the most seasoned educator. It is certainly apparent that many students are struggling to make this instantaneous adjustment. Teachers have a duty to mitigate this stress as they continue to provide relevant instruction. Based on my experience, this can be achieved by fostering student engagement, staying highly accessible, and maintaining the relationships that were formed face-to-face in the conventional classroom.
Considering The Virtual Classroom: A Call To Middle Level Education Programs, Brooke B. Eisenbach
Considering The Virtual Classroom: A Call To Middle Level Education Programs, Brooke B. Eisenbach
Middle Grades Review
Today’s classrooms are changing and moving beyond the walls of a traditional school environment. With each passing year, a growing population of middle level learners are logging into full-time, or blended learning virtual courses. However, teachers often lack the training and experience necessary to address the developmental needs of middle level learners within this new context. In an effort to prepare tomorrow’s educators for the reality of the 21st century classroom, it’s time to consider our post-secondary education programs, and the manner in which we prepare our teacher candidates to teach middle level learners within the virtual platform.