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Full-Text Articles in Education
Fighting Back Against Anti-Asian Xenophobia: Addressing Global Issues In A Distance Learning Classroom, Dara Nix-Stevenson, Laura Shelton, Jennifer Smith
Fighting Back Against Anti-Asian Xenophobia: Addressing Global Issues In A Distance Learning Classroom, Dara Nix-Stevenson, Laura Shelton, Jennifer Smith
Middle Grades Review
This practitioner essay will outline a project designed by a team of three critical educators at The Experiential School of Greensboro (TESG), a new grassroots charter school in Greensboro, North Carolina. In this essay, we will describe the social context of TESG, discuss how we built towards addressing complicated topics related to systemic racism, and outline the ways we addressed anti-Asian racism and xenophobia in a remote learning context during the COVID-19 pandemic.
Learning Locally, Understanding Globally, Amy B. Demarest
Learning Locally, Understanding Globally, Amy B. Demarest
Middle Grades Review
No abstract provided.
Gender Engagement Differences With Remote Learning: A Middle Level Teacher's Perspective, Matt Chandler
Gender Engagement Differences With Remote Learning: A Middle Level Teacher's Perspective, Matt Chandler
Middle Grades Review
This essay shares the perspective of a sixth grade teacher working with students during a period of remote learning. Gender engagement data from multiple classrooms is presented. In addition, other research is cited to raise questions and concerns about student engagement equity during a period of remote learning.
Teaching Through Collective Trauma In The Era Of Covid-19: Trauma-Informed Practices For Middle Level Learners, Shantel D. Crosby Lmsw, Phd, Penny B. Howell Edm, Edd, Shelley Thomas Mat, Edd
Teaching Through Collective Trauma In The Era Of Covid-19: Trauma-Informed Practices For Middle Level Learners, Shantel D. Crosby Lmsw, Phd, Penny B. Howell Edm, Edd, Shelley Thomas Mat, Edd
Middle Grades Review
The COVID-19 pandemic has had an unprecedented impact on education and the ways in which teachers engage their students. Given the individual and collective traumatic nature and impact of this global health crisis, we provide specific strategies for addressing the needs of young adolescents while teaching remotely. Specifically, we posit that middle level educators should embed trauma-informed practices, focused on restoring safety and modeling adaptive behaviors, into their remote instructional practices. Recognizing that the COVID-19 crisis has a collective traumatic impact, affecting the lives and wellbeing of students and teachers alike, we also discuss the importance of self-care, providing strategies …