Literaturnachweis - Detailanzeige
| Autor/inn/en | Marshall, David T.; Shannon, David M.; Love, Savanna M. |
|---|---|
| Titel | How Teachers Experienced the COVID-19 Transition to Remote Instruction |
| Quelle | In: Phi Delta Kappan, 102 (2020) 3, S.46-50 (5 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0031-7217 |
| DOI | 10.1177/0031721720970702 |
| Schlagwörter | COVID-19; Pandemics; Online Courses; School Closing; Distance Education; Coping; Adjustment (to Environment); Barriers; Learning; English Language Learners; Special Needs Students; Blended Learning; Faculty Development; Training; Teacher Attitudes; Preschool Education; Elementary Secondary Education; Family Work Relationship |
| Abstract | The COVID-19 viral pandemic affected all facets of life, including schooling. In March 2020, schools abruptly ended face-to-face instruction and transitioned to emergency remote instruction. David Marshall, David Shannon, and Savanna Love surveyed teachers nationally between mid-March and early April 2020 to understand their experiences during this time. Teachers found all aspects of teaching more challenging during remote instruction and shared a range of experiences related to training opportunities, barriers to student learning, as well as support for English learners and students with special needs. Based on the teachers' comments, the authors recommend incorporating digital learning days in future school calendars and putting clear plans in place for future emergencies. (As Provided). |
| Anmerkungen | SAGE Publications. 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 |
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