Teaching Recovery? Three Years in, School System Leaders Report That the Pandemic Weakened Instruction

Autor/inn/en	Rainey, Lydia; Hill, Paul; Lake, Robin
Institution	Arizona State University (ASU), Center on Reinventing Public Education (CRPE); RAND Corporation
Titel	Teaching Recovery? Three Years in, School System Leaders Report That the Pandemic Weakened Instruction
Quelle	(2023), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Pandemics; COVID-19; Instructional Effectiveness; Barriers; Social Influences; Political Influences; Scores; Faculty Development; Personnel Selection; Tutoring; Services; Teaching Skills; Needs; Teacher Shortage; Educational Quality; Emergency Programs; Crisis Management + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Sozialer Einfluss; Political influence; Politischer Einfluss; Personalauswahl; Personalentscheidung; Förderkonzept; Nachhilfeunterricht; Dienstleistung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Grundbedürfnis; Lehrermangel; Quality of education; Bildungsqualität; Hilfsprogramm; Krisenmanagement
Abstract	This project is part of the American School District Panel (ASDP), a research partnership between the RAND Corporation and the Center on Reinventing Public Education at Arizona State University's Mary Lou Fulton Teachers College (CRPE). This report concludes research on five school systems to reveal the academic, social, and political challenges posed by the pandemic and what leaders and their staff are doing to address student learning loss. This report provides a possible explanation for why lackluster student test scores continue and why school systems struggle to implement and scale targeted student supports. Significant findings in this report include: (1) A crisis in the quality of classroom teaching is, leaders say, diverting time and resources away from targeted supports for students and toward improving classroom instruction; (2) Leaders report less day-to-day chaos, but unexpected challenges in staffing and teacher development have curtailed recovery efforts. As a result, their COVID recovery plans have been difficult, if not impossible, to carry out; (3) Plans for tutoring and other customized help have been undone by leaders' need to build (or rebuild) teachers' core skills; and (4) Millions of dollars and the best of intentions and efforts notwithstanding, leaders are struggling to overcome challenges to providing baseline services to students. [For the preceding report, see "Navigating Political Tensions over Schooling: Findings from the Fall 2022 American School District Panel Survey" (ED626297).] (ERIC).
Anmerkungen	Center on Reinventing Public Education. Mary Lou Fulton Teachers College, Arizona State University. H.B. Farmer Education Building, 1050 S Forest Mall, Tempe, AZ 85281. e-mail: crpe@uw.edu; Web site: https://crpe.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01