Investing in Educators: How Massachusetts Can Support Teachers through the Pandemic and Beyond. Condition of Education in the Commonwealth [2022 Action Guide]

Institution	Rennie Center for Education Research and Policy
Titel	Investing in Educators: How Massachusetts Can Support Teachers through the Pandemic and Beyond. Condition of Education in the Commonwealth [2022 Action Guide]
Quelle	(2022), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Secondary Education; Higher Education; COVID-19; Pandemics; Educational Indicators; Educational Quality; Educational Resources; Student Needs; Social Development; Emotional Development; Academic Achievement; Public Education; Racial Differences; Ethnicity; At Risk Students; English Language Learners; Educational Policy; Student Diversity; Diversity (Faculty); Teacher Role; Educational Legislation; Teacher Education; Culturally Relevant Education; Mental Health; Well Being; Teaching Conditions; Teacher Collaboration; Trauma; Faculty Development; Communities of Practice; Partnerships in Education; Attendance; Students with Disabilities; Low Income Students; Educational Technology; Racial Composition; Alternative Teacher Certification; Mentors; Massachusetts + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational indicato; Bildungsindikator; Quality of education; Bildungsqualität; Bildungsmittel; Soziale Entwicklung; Gefühlsbildung; Schulleistung; Öffentliche Erziehung; Rassenunterschied; Ethnizität; Politics of education; Bildungspolitik; Lehrerrolle; Bildungsrecht; Schulgesetz; Lehrerausbildung; Lehrerbildung; Psychohygiene; Well-being; Wellness; Wohlbefinden; Lehrbedingungen; Unterrichtsbedingungen; Lehrerkooperation; Community; Hochschulpartnerschaft; Anwesenheit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Unterrichtsmedien; Master-Studiengang
Abstract	In this year's report on the Condition of Education in the Commonwealth (COE), the Rennie Center seeks to highlight how educators can be empowered to effectively meet the academic and social-emotional needs of their students in 2022 and beyond. The report relays findings from research on immediate supports to address student needs in the wake of COVID-19, ongoing supports that facilitate continuous learning and growth, and, finally, strategies for preparing prospective teachers to address the long-term effects of the pandemic. Too often, even pre-COVID, educators have been relied upon to drive improvements in the education system by taking on new responsibilities and adjusting their practice with little input, agency, or support. The aim of this report is to shift that narrative, looking not at what teachers can or should do but at how investing in educators can lead to better, more sustainable practices, now and in the future. [For the accompanying Data Dashboard, see ED617965. For the 2021 Action Guide, see ED611674.] (ERIC).
Anmerkungen	Rennie Center for Education Research & Policy. 114 State Street, Boston, MA 02109. Tel: 617-354-0002; e-mail: info@renniecenter.org; Web site: http://www.renniecenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01