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Full-Text Articles in Education
Do No More Harm: Changing The Classroom In Response To Covid-19 Trauma, Erin M. Adams
Do No More Harm: Changing The Classroom In Response To Covid-19 Trauma, Erin M. Adams
The Vermont Connection
The COVID-19 pandemic was a worldwide trauma that has long lasting effects that we are still yet to discover. For current college-aged students, many of them experienced the COVID-19 pandemic during key developmental stages of their lives. Many student affair professionals have noted the difference between the students who were in college when the pandemic hit and those who were not. This article examines trauma through the lens of trauma informed practices and high impact practices and makes recommendations on how educators can change their classrooms to better serve students.
Persisting In The Age Of Covid-19: School-University Partnership To Promote Equity-Oriented Teaching And Learning, Susan Y. Leonard, Gayle Andrews, Allie Loder, Taera Oconnor, Brooke Wilson
Persisting In The Age Of Covid-19: School-University Partnership To Promote Equity-Oriented Teaching And Learning, Susan Y. Leonard, Gayle Andrews, Allie Loder, Taera Oconnor, Brooke Wilson
Middle Grades Review
The authors describe collaborative efforts between novice teachers and their former university teacher educators who partnered to design and enact equity-oriented teaching and learning experiences for teacher candidates and young adolescents despite limitations, barriers, and disruptions generated by COVID-19. Observations and feedback from students, teachers, and leaders speak to mutual benefits that the partnership generated. Authors will describe their collaborative processes, feature artifacts from the activities, and discuss implications for future practice.
Pandemic Pandemonium: Negotiating Identities As A Middle Grades School Parent, Doctoral Student, And High School Mathematics Teacher, Veronica Cambra-Faraci
Pandemic Pandemonium: Negotiating Identities As A Middle Grades School Parent, Doctoral Student, And High School Mathematics Teacher, Veronica Cambra-Faraci
Middle Grades Review
This autoethnographic study represents a reflection of my experiences as a parent of middle school children, doctoral student, and mathematics high school teacher through the COVID-19 pandemic in the United States. Navigating all three identities simultaneously presented many challenges, including fear, isolation, and exhaustion; however, it also allowed me to reflect upon and transfer methods that I perceived as effective from one of my identities to one or more of my other identities. Therefore, this study investigated how reflecting upon my own funds of identity influenced my practices as a high school mathematics teacher during the COVID-19 pandemic.
Building A Strong Foundation: Using Advisory To Support Students In An Uncertain Time, Brie Healy
Building A Strong Foundation: Using Advisory To Support Students In An Uncertain Time, Brie Healy
Middle Grades Review
The purpose of this essay is to provide a practitioner perspective based on an action research project that investigated the question “How can building a strong advisory community support students to feel connected and promote engagement in a remote or hybrid learning environment?”. The goal was to encourage students’ sense of belonging and social connectedness to promote engagement and social-emotional well-being in response to the detrimental effects of the coronavirus pandemic. My middle grades colleagues and I focused our efforts on building strong advisory communities as we navigate an uncertain learning environment, because as one of them stated simply, “when …
The Triple Burden: Black Women Leaders In Predominantly White Institutions Of Higher Education, Nadia Mitchell
The Triple Burden: Black Women Leaders In Predominantly White Institutions Of Higher Education, Nadia Mitchell
Graduate College Dissertations and Theses
Black women face greater challenges than their white female, Black male, and white male colleagues within predominantly white institutions of higher education (PWIs) because institutional and systemic oppression encourages ideologies that promote white supremacy culture. As such, Black women remain severely underrepresented in positions of leadership in PWIs. This narrative inquiry reports the stories of five Black women’s experiences as leaders in PWIs in the northeast region of the United States and sheds light on the factors that impact their empowerment and sustainability.
Black women leaders navigate a number of issues in PWIs. The burden of taking on additional work …
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.
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.
“Making The Unusual Usual:” Students’ Perspectives And Experiences Of Learning At Home During The Covid-19 Pandemic, Mary Beth Schaefer, Sandra Schamroth Abrams, Molly Kurpis, Madeline Abrams, Charlotte Abrams
“Making The Unusual Usual:” Students’ Perspectives And Experiences Of Learning At Home During The Covid-19 Pandemic, Mary Beth Schaefer, Sandra Schamroth Abrams, Molly Kurpis, Madeline Abrams, Charlotte Abrams
Middle Grades Review
This child-parent research is a student-led inquiry into three adolescent girls’ experiences of learning during the age of COVID-19 shelter-in-place mandate. In this collaborative autoethnography, a research team of five (three adolescent researchers—two of whom are sisters—and their respective mothers) met via videoconference to engage in five rounds of inductive and deductive data collection and analyses. Findings capture the three adolescents’ experiences of new teaching methods in new learning spaces: (1) the physical space of “Doing School at Home-How it feels;” (2) the negotiations undertaken by the girls called “Improvisation and a School Mindset;” and (3) the need to respond …
Middle Level Teachers Quarantine, Teach, And Increase Self-Efficacy Beliefs: Using Theory To Build Practice During Covid-19, Heather Rogers Haverback
Middle Level Teachers Quarantine, Teach, And Increase Self-Efficacy Beliefs: Using Theory To Build Practice During Covid-19, Heather Rogers Haverback
Middle Grades Review
During COVID-19, almost all schools have been transformed into something unlike what they were before. Teaching that was done in person is now done virtually, with little to no preparation. Middle level teachers may have been confident in how to teach their content in the classroom; however, this confidence may differ when teaching virtually. Using the four sources of self-efficacy theory, I analyze the importance of self-efficacy and how teachers can use the COVID-19 pandemic to build their self-efficacy beliefs while teaching during this unique time.
Covid-19, Middle Level Teacher Candidates, And Colloquialisms: Navigating Emergency Remote Field Experiences, Brooke B. Eisenbach, Paula Greathouse, Caroline Acquaviva
Covid-19, Middle Level Teacher Candidates, And Colloquialisms: Navigating Emergency Remote Field Experiences, Brooke B. Eisenbach, Paula Greathouse, Caroline Acquaviva
Middle Grades Review
COVID-19 challenged teacher educators and teacher candidates in ways we could have never imagined. Colloquialisms regarding the move from educator preparation to practice shifted from common truths to dynamic considerations in light of the pandemic and transition to emergency remote teaching and learning. In this essay, we share our experiences working with middle level teacher candidates during the COVID-19 pandemic. We identify the ways in which our teacher candidates rose to the challenge and demonstrated critical thinking, creativity and compassion beyond our prior expectations of rising middle level educators amidst a time of unprecedented change and uncertainty.
Middle Grades Education In The Age Of Covid-19: Editorial Remarks, James F. Nagle, Penny A. Bishop
Middle Grades Education In The Age Of Covid-19: Editorial Remarks, James F. Nagle, Penny A. Bishop
Middle Grades Review
No abstract provided.
We Are All Unschoolers Now, Kathleen R. Kesson
We Are All Unschoolers Now, Kathleen R. Kesson
Middle Grades Review
No abstract provided.