Education Commons^™

Vocabulary Masks, Kim Hardiman

Journal of English Learner Education

As language instructors, we should teach vocabulary in every lesson. How can we combine L2 vocabulary with active teaching and learning techniques? In the past, language instructors taught EL to write long word lists int their notebooks. Do ELs remember these new words? Is there a better way to teach vocabulary for ELs to practice using them in authentic context? Wearing masks has become a daily activity around the world. ELs can express and share their raw emotions by writing and wearing inspirational words on their masks. Vocabulary masks will ignite salient discussions and reconnect ELs with their emotional journeys …

A Correlative Study Of K-12 Teacher Technology Acceptance In A Post Covid-19 World: Determinants Of Behavioral Intention, Maria Ing

Theses and Dissertations

The shift to emergency remote teaching due to the COVID-19 pandemic in the spring of 2020 forced educators across the globe to heavily rely on technology for the continuity of teaching and learning. As educators return to face-to-face instruction with increased access and expectations to implement technology in their classrooms, it is important to evaluate factors that impact teachers’ acceptance of technology. The Unified Theory of Technology Acceptance (UTAUT) provides an instrument that can be utilized to measure factors that may determine teacher behavioral intention to integrate technology into their classrooms. In this quantitative survey research, K-12 teachers …

The Influence Of Course Format, Student Characteristics, And Perceived Teacher Communication And Behavior On Instructional Outcomes Before And During The Covid-19 Pandemic, Elizabeth E. Graham, Heather L. Walter, Tang Tang

Journal of Communication Pedagogy

Two studies examined instructional format (intact vs. hybrid and remote vs. online), classroom climate, student characteristics (engagement and communication apprehension), perceived teacher communication and behavior (teacher competence, clarity, caring), and their influence on instructional outcomes, including cognitive learning, communication satisfaction, and intent to persist in college pre-pandemic and during the pandemic. The findings highlight the important role teacher characteristics (caring, clarity, competence) played in instructional outcomes. This study also revealed that high levels of engagement signals students’ willingness to participate in the learning process. Students are a driving force in their own cognitive learning, communication satisfaction, and intent to persist …

Teacher Education In The Arts Before, During, And After The Covid-19 Pandemic, Jake E. Knight

Undergraduate Student Research Internships Conference

The purpose of this research is to construct a detailed picture of teacher education in the arts within Ontario, with a specific focus on the Primary-Junior arts discipline. This project will survey publicly-funded educational institutions in order to create a baseline of information on arts teacher education. This foundational information will allow for differences to be identified between pre-service teacher arts programs, and will also initiate a dialogue as to whether or not arts programs are equitably administered throughout the province. Moreover, this project will examine the professional practices of teacher educators in the arts before, during, and after the …

Educators Synchronously Using Multiple Platforms And Devices For Teaching And Learning During Covid-19 Lockdown, Nyarai Tunjera, Agnes Chigona

Journal of Educational Technology Development and Exchange (JETDE)

The 21st century coupled with the COVID-19 worldwide pandemic is indeed imposing new demands on teaching and learning. Higher education institutions affected extensively educational institutions are mandated with the responsibility of inclusiveness and preparing students for realities of the current and unknown future. There has been heightened attention to educational technologies to mitigate the COVID-19 instigated disruptions. To ensure inclusiveness during future pandemics, there is a need to pay attention to the forms of digital technologies that students have access to (e.g., mobile phones, laptops, as well as applications they are using) in their areas. The article reports the use …

Virtual And Viral: Shifts In Signed Language Interpreter Education During The Covid-19 Pandemic, Mark A. Halley, Dawn M. Wessling, Stephanie N. Sargent

Journal of Interpretation

While online education has become more prevalent throughout the years, nothing prepared signed language interpreter educators for the likes of the COVID-19 pandemic. We surveyed educators in the United States and internationally to not only determine if practices had changed to keep up with the demands of the pandemic, but to learn how these practices were implemented. This study delves into the question of how interpreter educators adjusted their pedagogical approaches during the global pandemic. Responses showed a variety of adaptations to meet the needs of students, and a primary theme was the adeptness of educators in overcoming technology frustrations, …

Faculty Members' Viewpoints Toward Challenges And Suggested Improvements Of Moodle Distance Learning Platform At Sultan Qaboos University During The Covid-19 Pandemic, Mohamed A. Shahat, Mohammed Al-Amri

International Journal for Research in Education

The study aimed at identifying faculty members' point of view on the challenges and suggested developments of the Sultan Qaboos University's distance learning experience in using the Moodle platform in the light of the emerging Coronavirus pandemic "COVID-19. The study has taken into consideration the faculty members’ variables (gender, teaching experience, and technological skills). The sample of the study consisted of 144 faculty members of SQU’s centers and colleges who participated voluntarily. A two-scale assessment instrument has been developed, including the challenges of distance learning and suggestions for the development of distance learning and instruction. A descriptive-analytical approach was used …

Impacts On Elementary School Students Related To Covid-19 And The Role Of Social-Emotional Learning In Children’S Mental Health, Amanda Davis

Education | Master's Theses

Research has shown that schools provide an ideal universal location for preventing behavioral issues and supporting students’ mental health (Ball et al., 2016; Daunic, et al., 2021; Maras et al., 2015). A large body of research has also connected students’ social-emotional skills and their attainment of academic success (Cook et al., 2018; Durlak et al., 2011). With this research and the gaining popularity of SEL, more SEL programs are being created, implemented, and evaluated. The purpose of this study was to understand some of the effects of the COVID-19 pandemic on young students' mental health and how teachers have responded …

Lessons Learned: Kinesthetic Learning And Engaging Students With Adhd (In The Time Of Covid), Claudia Freedman

Education | Master's Theses

While many studies have examined the benefits of movement and kinesthetic learning on the engagement of all elementary school-aged children, especially those with Attention Deficit Hyperactivity Disorder (ADHD) or children with common characteristics or behaviors of ADHD (undiagnosed ADHD), less research exists on how the COVID-19 pandemic and hybrid learning affected and continues to impact the engagement of children, especially those with ADHD or undiagnosed ADHD. The purpose of this study was to investigate how teachers engage students, particularly those with ADHD or undiagnosed ADHD, in an elementary classroom using practices from movement, music, dance, and theater, especially during COVID-19. …

Adjusting To Change: Learning American Sign Language Online During A Global Pandemic, Kara Gournaris

Northwest Journal of Teacher Education

Second language acquisition of American Sign Language (ASL) requires opportunities for engagement with native language models (Krashen, 1988). The shift to online instruction due to the impact of COVID-19 presented unique challenges for ASL programs across the United States. With little time to redesign courses, instructors and students had to navigate the experience of online learning together. The students who participated in this 2020 study at Western Oregon University (WOU) shared their raw experiences related to this transition, and unfortunately, one year later, many of the same barriers reported by students persist. The purpose of this article is to share …

Digital Equity: Difficulties Of Implementing The 1:1 Computing Initiative In Low-Income Areas, Demetric D. Williams

Dissertations

Successful One-to-One Computing Initiative implementation requires educators to communicate and collaborate effectively with everyone in the learning community. However, other factors such as teacher’s professional development, student’s perception, and parent’s perception often affect the implementation of the One-to-One Computing Initiative. School districts, which serve low-income areas in Mississippi, have difficulties ensuring students and communities have access to the information technology they need to participate outside the school setting. The concept is often called digital equity. However, when officials do not address the capacity, there is a vital threat to the participants’ civic, cultural, employment, lifelong learning, and access to essential …

Can High School Students Check The Veracity Of Information About Covid-19? A Case Study On Critical Media Literacy In Brazilian Esl Classes, Karin Paola Meyrer, Dorotea Frank Kersch

Journal of Media Literacy Education

In a globalized world, critical media literacy is imperative when selecting the content we consume amid countless offers. Therefore, the purpose of this case study is to analyze which resources 3rd year high school students (16-17 years old) from an English as a Second Language class in Brazil use in the construction of authorial journalistic articles demystifying fake news about COVID-19 and if the interventions conducted previous to the task were helpful in their process of developing critical media literacy. To this end, firstly students analyzed news about COVID-19 from international websites; secondly, they discussed aspects of a video that …

Composition, Computers, And Covid-19: The Roles Of Multimodal Composition And Digital Technology In The Covid-19 Pandemic., Michael P. Lynn

All HCAS Student Capstones, Theses, and Dissertations

The shift toward remote and online learning brought on by the COVID-19 pandemic has had a significant impact on teaching multimodal composition at all levels. Part of this shift towards rethinking multimodal composition came from the challenges of moving what would be in person classes online. Drawing on the New London Group’s definition of multimodality (1996), this thesis examines the relationship between remote learning throughout the pandemic and the modalities and technologies used by composition instructors and students in first-year writing. Using interviews with six first-year writing instructors from a private university, this project explores how instructors encouraged students to …

Fostering And Maintaining Relationships: Teacher Education During Covid-19, Jessica Vanvalkenburgh, Aaron R. Gierhart

Current Issues in Middle Level Education

This article expounds how our pedagogical practices have changed in the wake of the COVID-19 pandemic. Many of these effects others have contended with in the education community. The authors share pedagogical strategies they have found to be effective in terms of building and supporting relationships with teacher candidates. They suggest using digitally-mediated teaching and learning strategies, staying connected with students, and badge-based assessment and feedback approaches to build and support relationships with students; examples of the instructional design and implementation strategies are described. The authors propose that when looking forward, teachers at any level may benefit from providing students …

Building Resilient Business Students: Faculty As Servant Leaders, Jason L. Eliot, Holly Osburn

Servant Leadership: Theory & Practice

The COVID-19 pandemic disrupted the normal cadence of life. These disruptions affected students in higher education in many ways as well increasing the stress and anxiety levels of college students and having a considerable negative impact on their mental health. Business students were not exempt from the negative mental health impact of COVID-19.

Aware of the stress its students are experiencing, higher education can play a role in creating environments which support learning and the development of skills to rebound from that adversity. This is particularly true for business schools who are also monitoring how business itself is being affected …

Development, Implementation, And Delivery Of A Remote Burnout Prevention Elective Course In An Accelerated Doctor Of Pharmacy Program During Covid-19, Melissa Santibanez, Jonathon May, Paul M. Boylan, Andrea Duque, Taylor Harris

Internet Journal of Allied Health Sciences and Practice

Purpose: There is limited evidence describing burnout among graduate health professions students, including pharmacy students, and there is a need for educational institutions to mitigate burnout and promote future healthcare provider wellness. Methods: A burnout prevention elective course was developed within an accelerated Doctor of Pharmacy program. Course faculty transitioned from live to fully remote instruction in April 2020. The modified course format combined discussion-based lectures, burnout self-assessments, reflective writing assignments, and applications-based presentations. Results: Twenty-one second-year pharmacy students completed the elective, and 13 completed post-course evaluations (61.9% response rate). Evaluations indicated substantial student support, with 92.3% “strongly agree” and …

Leadership Matters: Supporting The Mental Health Needs Of Black And Latina/O Students In A Post Covid-19 World, Larry Walker, Michelle Sullivan, Nicola Stewart-Walker

Journal of Educational Leadership in Action

Communities throughout the United States were devastated by the COVID-19 virus. For instance, the mortality rates are higher within Black and Latina/o communities compared to the overall United States population. The pandemic represents another problem that will contribute to anxiety disorders and depression among Black and Latina/o students. How we combat these issues is important. During the 2020-2021 school year millions of students returned to schools and some struggled to adjust because of the traumatic experiences associated with COVID-19. Students will need the support of administrators, teachers, and mental health practitioners. For this reason, this review of literature examined the …

Introduction To Special Issue: Online Education And The Return To Normal, Emily D. Ryalls

Feminist Pedagogy

No abstract provided.

A Qualitative Study Of Middle School Science Teachers’ Perceptions Of The Transition To Online Instruction During The Covid-19 Pandemic, Brian S. Ward

Doctor of Education (Ed.D)

The purpose of this study was to explore the unique lived experiences of four middle school science teachers from North Carolina and South Carolina during and following the transition from in-person to online instruction due to the COVID-19 pandemic. Four predominant themes were identified from individual, semi-structured interviews of the teachers: technology change; organizational change; changes in curricula, delivery, and student interaction; and career and personal changes. The teachers in this study described the challenges and opportunities experienced during the rapid transition in March 2020 to virtual teaching and learning. The teachers’ lived experiences seamlessly aligned with the stages of …

Disrupted Learning During Covid-19: A Survey Of Student Experience, Celia Szelwach, John Cordes, Alia Sheety, Vinayak Mathur, Maia Magrakvelidze, John Doyle, Gifty Key, Joseph Cimakasky

SoTL Commons Conference

Navigating unexpected disruption caused by COVID-19 in Higher Education required immediate and flexible response by faculty and students as they pivoted to other learning modalities. In Spring Semester 2021, we administered a 40-question survey including several open-ended questions to 795 undergraduate and graduate students (master and doctoral level) in multiple disciplines across four Schools at a private university in Pennsylvania to capture student perceptions of learning experience in face-to-face, hybrid, and fully online environments. Ninety-nine students completed the survey. Lessons learned for teaching and learning include sensitivity to students’ stress and understanding learning environment design preferences and effectiveness.

Student And Instructor Perceptions Of Online Teaching Related To Covid-19: The Need For Reflective Practices, Mary Bowne, Melissa Wuellner, Jessie H. Hendricks, John Howard

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this article here.

Although online learning has been in existence for over 20 years, not all instructors have been trained to teach online or had the desire to teach online. The recent COVID-19 pandemic quickly changed typical face-to-face instruction and disrupted the current educational system by requiring all college courses be delivered online, either asynchronous or synchronous using various software platforms. This paper investigated both instructors’ and students’ perceptions of faculty online teaching preparedness as well as their thoughts related to various technological resources and issues that arose during this time period. Results indicated …

Full Issue: Journal On Empowering Teaching Excellence, 2022 Special Issue (Vol. 5, Iss. 3)

Journal on Empowering Teaching Excellence

The full-length 2022 Special Issue (Volume 5, Issue 3) of the Journal on Empowering Teaching Excellence

Access the online Pressbooks version (with downloadable EPUB format) here.

Teaching Preservice Teachers In The Time Of Covid: What’S Worth Keeping?, Kathy Liu Sun, Jennifer L. Ruef, Kathleen Jablon Stoehr, Madeline Ahearn

Journal of Humanistic Mathematics

As we begin to transition from online instruction to in-person, we (four mathematics teacher educators) reflect on how COVID-19 impacted our instruction and address the question: what will we take back to in-person instruction? This article includes our individual reflections and an analytical synthesis of them. Findings reveal that there were unanticipated ways that human connection and consideration arose from teaching online, much of which we want to maintain in some form when returning to brick and mortar classrooms. We conclude by highlighting the value and importance of reflection for our own well-being.

Covid-19: A Developing Crisis For Quantitative Reasoning, Nathan D. Grawe

Numeracy

Assessment data show substantial learning losses resulting from pandemic-era teaching and learning. While all learning domains have been affected, mathematics performance shows particularly large losses among elementary and secondary school students. Advocates for quantitative reasoning in high schools and colleges should anticipate weaker levels of basic numeracy among entering cohorts for a decade to come. As a consequence, the urgency to reform curricula and student support has never been greater.

Secondary English Teachers’ Experiences Of Agency: Connections To Shifting Educational Contexts During Covid-19, Kristina Lee

Theses and Dissertations

The COVID-19 pandemic caused schools around the world to enter uncharted territory. Due to the unprecedented nature of the educational crisis, it was important to examine how teacher agency may have been affected. Teacher agency can have important implications for school climate, policy, and the experience of stakeholders. The main focus of this study was to cultivate an understanding of secondary English teachers’ perceptions of agency as they navigated teaching throughout the COVID-19 pandemic. An ecological framework was used to examine teachers’ experiences of agency in the context of COVID-19. The study utilized a basic qualitative design with in-depth interviews …

Gen Z College Students, Covid-19 Courses & Beyond, Arlene Nicholas

Faculty and Staff - Articles & Papers

The pandemic thrust the usage of Learning Management Systems, LMS, on teachers in all levels of education. Some students and faculty, especially at the college level, were experienced in using it but many were not prepared to the degree needed when schools were forced to go online. This paper reviews undergraduate Generation Z (born after 1996) opinions and experiences of positive learning effects from doing coursework with an LMS and their eagerness to continue with flexible online educational supplements. A small case study of Human Resource students compares perceptions of Academic Year (AY) 2020-2021 with online synchronous courses and AY …

Exploring The Special Education Classroom Context And Experiences Before And During Covid-19, Claire E. Smith

Masters Theses

During the last two and half years, school districts and special education programs have experienced a situation that turned the world of education upside down: the COVID-19 pandemic. Due to the pandemic, teachers, administration, families, and students had to maneuver a new way of education and achieving student success with different learning modalities, such as remote learning. This thesis focuses on a functional life skills classroom and how the context of the classroom changed after the start of the COVID-19 pandemic using autoethnographic methods. This paper was written to display how students in special education and their teachers adapted to …

Trauma-Informed Educational Practices In The Middle School Classroom During The Covid-19 Pandemic, Loralynne Yost

West Chester University Doctoral Projects

This collective case study used a mixed methods approach to examine how Trauma-Informed Educational Practices (TIEP) manifest in the middle school classroom. This study is important due to the trauma students experienced during the COVID-19 pandemic. Teacher participants had district training in trauma-informed practices prior to this study.

Teacher participants took an initial survey to capture their conceptualization and perceived usage of the TIEP in the classroom. Teachers then used TIEP in their classrooms for two weeks. Teachers kept a checklist of which of the TIEP they used each day and commented on the context for the use of the …

“We Weren’T Taught How To Recover From A Pandemic:” Recent Occupational Therapy Graduates’ Reflections On Covid-19, Laura H. Vanpuymbrouck, Carli Friedman

Journal of Occupational Therapy Education

In the spring of 2020, graduates from occupational therapy (OT) programs across the globe were entering a world of clinical unknowns. The students from this graduating cohort likely had little to no education or training on how to deliver OT in the wake of COVID-19. How well prepared did these new graduates perceive themselves to be to enter a healthcare climate in a pandemic and what were their biggest concerns? The objective of this study was to understand new graduates’ perspectives of the impact of COVID-19 on their future as occupational therapy practitioners (OTPs), and their sense of preparedness to …

The Chemistry Laboratory Experience Of El Camino Students While In Emergency Remote Teaching Due To The Covid-19 Pandemic, Shaun A. Cook

Theses and Dissertations

Future college environments, including those in chemistry, will entail flexible formats. The pandemic spurred appreciation of the need, and though it has largely passed, adaptability to multiple formats in the future has been a critical part of planning for a rapidly changing future. Experiences during the pandemic will guide pedagogical changes and practices in the future. At El Camino College in Southern California, the chemistry department provided varied laboratory instruction to students during Emergency Remote Teaching. Understanding the experience students had during this extraordinary time is essential. Students who took courses that had an online laboratory course completed a mixed-methods …