A Tale of Two Pandemics: Teachers' Disproportionate Views on Student Engagement in Remote Learning

Autor/inn/en	Wake, Donna; Mills, Michael
Titel	A Tale of Two Pandemics: Teachers' Disproportionate Views on Student Engagement in Remote Learning
Quelle	In: Journal for Multicultural Education, 17 (2023) 2, S.196-211 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2053-535X
DOI	10.1108/JME-03-2022-0045
Schlagwörter	Culturally Relevant Education; Teacher Attitudes; Equal Education; Educational Technology; Online Courses; Learner Engagement; Social Emotional Learning; Self Efficacy; Student Diversity; COVID-19; Pandemics; School Closing; Access to Computers; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Lehrerverhalten; Unterrichtsmedien; Online course; Online-Kurs; Self-efficacy; Selbstwirksamkeit; School closings; Schule; Schließung; Schließung (von Schulen)
Abstract	Purpose: This study aims to use culturally responsive pedagogy as a model to examine teachers' views of the equity implications found within virtual instruction. Design/methodology/approach: The researchers used a descriptive methods design based on survey research employing both fixed (quantitative) and open response (qualitative) options to curate teachers' perceptions of their students' abilities to engage in online learning. Findings: Teachers articulated anxiety for student engagement based on access as well as concerns for student engagement and social emotional learning (SEL) connection. Data point to disparate views of students' abilities to engage in remote learning based on demographic markers. Teachers also noted their own limitations in providing engaging online instruction that was culturally responsive and included social emotional learning (SEL) learning. Originality/value: This study provided a unique opportunity to explore teachers' perceptions of their students in online learning contexts as well as teachers' perceptions of their own abilities to support diverse students in remote learning. Teachers' responses indicated deficit views of their culturally and linguistically diverse students and signaled awareness of their own limitations in providing online instruction that was culturally responsive and student centered. Study findings point to a need to equip teachers with tools to mitigate systemic inequity in online contexts. (As Provided).
Anmerkungen	Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01