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Social and Behavioral Sciences Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
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- COVID-19 (3)
- Pandemic (2)
- Approach to at-risk students (1)
- Article review (1)
- Disasters (1)
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- Distance learning (1)
- Emergencies (1)
- Emergency online learning (1)
- Emergency remote education (1)
- Emergency remote teaching (1)
- Low-to-middle income countries (1)
- Online learning (1)
- Preservice teacher candidates (1)
- Remote learning (1)
- Successful urban teaching (1)
- Teacher training (1)
- Technology (1)
- Technology in support of learning (1)
- Trained interviewers (1)
- Victim blaming (1)
Articles 1 - 5 of 5
Full-Text Articles in Social and Behavioral Sciences
Reflecting Back To Forge The Path Forward, Robert M. Capraro, Mary Margaret Capraro, Chance Lewis, Melva R. Grant, Marlon James, Eduardo Mosqueda, Jamaal Young, Jemimah Young, Ali Bicer, Tarcia Hubert, Alesia Mickle Moldavan, Susan Ophelia Cannon, Michael S. Rugh, Miriam Sanders, Jonas Chang
Reflecting Back To Forge The Path Forward, Robert M. Capraro, Mary Margaret Capraro, Chance Lewis, Melva R. Grant, Marlon James, Eduardo Mosqueda, Jamaal Young, Jemimah Young, Ali Bicer, Tarcia Hubert, Alesia Mickle Moldavan, Susan Ophelia Cannon, Michael S. Rugh, Miriam Sanders, Jonas Chang
Teaching & Learning Faculty Publications
The JUME editorial team provides an update of the journal's health and progress during the 2021 calendar year and discusses coming changes and opportunities for growth.
Edtech And Emergency Remote Learning: A Systematic Review, Helen Crompton, Diane Burke, Katy Jordan, Sam Wilson, Susan Nicolai, Christina Myers
Edtech And Emergency Remote Learning: A Systematic Review, Helen Crompton, Diane Burke, Katy Jordan, Sam Wilson, Susan Nicolai, Christina Myers
Teaching & Learning Faculty Publications
An output of the EdTech Hub, https://edtechhub.org
Learning With Technology During Emergencies: A Systematic Review Of K‐12 Education, Helen Crompton, Diane Burke, Katy Jordon, Samuel W.G. Wilson
Learning With Technology During Emergencies: A Systematic Review Of K‐12 Education, Helen Crompton, Diane Burke, Katy Jordon, Samuel W.G. Wilson
Teaching & Learning Faculty Publications
Emergency situations that cause damage to educational buildings or require the closure of schools due to unsafe health, environmental, or political conditions can be an unwelcomed interruption to education. Indeed, the recent COVID‐19 pandemic created the largest disruption of education in history, affecting 94% of the world's student population. In emergencies, technology is often utilised as part of a crisis response protocol by continuing education using emergency remote education (ERE). The purpose of this study is to determine how technology has been used to continue K‐12 learning remotely during an emergency. This systematic review included an aggregated and configurative synthesis …
The Use Of Technology To Continue Learning In Palestine Disrupted With Covid-19, Khitam Shraim, Helen Crompton
The Use Of Technology To Continue Learning In Palestine Disrupted With Covid-19, Khitam Shraim, Helen Crompton
Teaching & Learning Faculty Publications
This qualitative study examined how decision-makers and teachers have responded to offer education for all Palestinian students at the immediate onset of the COVID-19 outbreak and how technology is being used to continue education online. Semi-structured interviews were conducted with 20 participants from parents, teachers and decision-makers in Palestine. Interview transcripts were coded using a grounded theory design with a constant comparative method. The findings show that participants identified that technologies such as mobile devices, social media and cloud computing would be useful for design and delivery of educational materials as well as raising safety awareness, and communication during the …
A Comparison Among Trained Facilitators, Face-To-Face, And On-Line Students' On The Presence Of Particular Behavioral Attributes Associated With Successful Urban Teaching, Sueanne Mckinney, Cynthia Tomovic, Kevin Graziano (Ed.)
A Comparison Among Trained Facilitators, Face-To-Face, And On-Line Students' On The Presence Of Particular Behavioral Attributes Associated With Successful Urban Teaching, Sueanne Mckinney, Cynthia Tomovic, Kevin Graziano (Ed.)
Teaching & Learning Faculty Publications
This study examined the degree of agreement between three trained facilitators’ interviews and preservice teachers’ self-evaluation on the presence of behavioral attributes associated with successful urban teaching. Using a quasi-experimental design research methodology, data for this investigation was collected from 29 preservice teacher candidates in both traditional and on-line environments who are enrolled in an urban, metropolitan, co-educational research university. The Star Teacher Selection Interview and the Urban Teacher Behavioral Self-Evaluation Assessment served as the measures for this investigation. Scores were compared using descriptive statistics. Findings revealed that the trained interviewers rated participants much lower on the seven behavioral attributes …