When School Goes Home: Reimagining the Educator's Role

Autor/inn/en	Lipset, Michael; Nathan, Linda F.
Titel	When School Goes Home: Reimagining the Educator's Role
Quelle	In: Phi Delta Kappan, 103 (2021) 3, S.39-42 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/00317217211058523
Schlagwörter	Distance Education; Home Study; Teacher Role; High School Teachers; COVID-19; Pandemics; Art Education; Audio Equipment; Emergency Programs; Minnesota (Saint Paul) + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Lehrerrolle; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Audio-CD; Hilfsprogramm
Abstract	The High School for Recording Arts in St. Paul, Minnesota, serves students who've had trouble in more traditional schools. Yet, during the COVID-19 pandemic, the school was able to maintain, and even exceed, its prepandemic metrics of achievement. Michael Lipset and Linda Nathan attribute this success to the school's unique staffing structure. Instead of having content teachers attempt to meet the wide array of student needs on their own, the school takes a team-based approach, with traditional certified teachers serving as content advisers who manage student learning and other team members (many of whom have similar backgrounds as the students) addressing students' personal needs. All faculty, no matter their specific role, are called facilitators of learning, but they focus on different ways of engaging students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01