A Productive Scholar's Guide to Respectful, Responsible Inquiry during the COVID-19 Pandemic: Moving Forward

Autor/inn/en	Lane, Kathleen Lynne; Cabell, Sonia Q.; Drew, Sally Valentino
Titel	A Productive Scholar's Guide to Respectful, Responsible Inquiry during the COVID-19 Pandemic: Moving Forward
Quelle	In: Journal of Learning Disabilities, 54 (2021) 5, S.388-399 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lane, Kathleen Lynne) ORCID (Cabell, Sonia Q.) ORCID (Drew, Sally Valentino)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/00222194211023186
Schlagwörter	COVID-19; Pandemics; School Closing; Online Courses; Inquiry; Educational Research; Research Methodology; Risk Management; Researchers; Mentors; Teachers; Interpersonal Relationship; Research Skills + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Risikomanagement; Researcher; Forscher; Lehrer; Lehrerin; Lehrende; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Forschungsleistung
Abstract	As a result of the COVID-19 pandemic of 2020, schools across the country have pivoted to providing a range of instructional opportunities including remote, hybrid, and modified in-person options with a commitment to keeping our society safe and supporting our nations' youth in continuing their education. One byproduct of this most challenging situation has been the interruption of scientific inquiry in many fields, including educational research. Using a framework of self-leadership, in this feature article, we provide reflections to guide discussion among scholars involved in school-based research during and after the COVID-19 pandemic. Based on lessons learned in our own mentee-mentor relationships and from our collective experiences, the purpose of this article is to offer considerations primarily for early-career scholars, but also to engage dialogue among mid- and late-career scholars to promote school-based inquiry in this defining moment in history, at a time when educators are concerned with mitigating learning loss. We focus on (a) revisiting and refining programmatic lines of inquiry, (b) crafting articles to disseminate lessons learned from research conducted to date--including those with lost time points, (c) retooling in a focused area of inquiry (e.g., methodology), (d) conceptualizing future studies featuring procedures that do--and do not--allow for interpersonal contact, and (e) appreciating and acknowledging individuals who have facilitated inquiry. We conclude with a note of encouragement and call to action for future educational research. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01