Supporting Teachers during the COVID-19 Pandemic: A Community-Partnered Rapid Needs Assessment

Autor/inn/en	Nadeem, Erum; Shernoff, Elisa S.; Coccaro, Candace; Stokes-Tyler, Dawn
Titel	Supporting Teachers during the COVID-19 Pandemic: A Community-Partnered Rapid Needs Assessment
Quelle	In: School Psychology, 37 (2022) 4, S.309-318 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nadeem, Erum) ORCID (Stokes-Tyler, Dawn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000503
Schlagwörter	COVID-19; Pandemics; Needs Assessment; Elementary School Teachers; Middle School Teachers; High School Teachers; Teacher Attitudes; Achievement Gains; Distance Education; Trauma; Access to Education; Urban Schools; Poverty Areas; School Community Relationship; School Districts + Suchen Sie Ihr Suchwort? Bedarfsermittlung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Lehrerverhalten; Achievement gain; Leistungssteigerung; Distance study; Distance learning; Fernunterricht; Education; Access; Bildung; Zugang; Bildungszugang; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk
Abstract	Using a community-partnered research framework, the goal of this study was to rapidly assess coronavirus disease (COVID-19) impact on teachers, students, and families and guidance received to navigate distance learning. Participants were teachers (N = 430) working in elementary schools (n = 301), middle schools (n = 56), high schools (n = 60), and other schools (n = 13) in two large urban school districts heavily impacted by COVID-19. Results indicated teacher concerns regarding student instructional loss and exposure to direct and indirect COVID-related trauma. There were mean differences in teacher concern by school level (p = 0.001, [eta][superscript 2] = 0.033) with elementary teachers reporting the greatest concerns regarding instructional loss. Over 40% of teachers reported that more than 20% of their students had a family member infected with COVID-19 or employed as a frontline healthcare worker. Approximately 99% of teachers reported a significant gap in student access to the internet and distance learning devices. Teachers reported receiving more school than district guidance regarding distance learning, student engagement, and using social emotional learning (SEL) programs. Results informed professional development priorities for educators and immediate supports needed for students and families. Study limitations and future directions for research and practice are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01