Culturally Responsive Schooling during COVID-19: A Study of Six Elementary Level Educators' Reality

Autor/inn/en	Burgin, Ximena D.; Daniel, Mayra C.; Coli, Sheila
Titel	Culturally Responsive Schooling during COVID-19: A Study of Six Elementary Level Educators' Reality
Quelle	In: Educational Forum, 87 (2023) 3, S.264-277 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burgin, Ximena D.) ORCID (Daniel, Mayra C.) ORCID (Coli, Sheila)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1725
DOI	10.1080/00131725.2022.2153189
Schlagwörter	Culturally Relevant Education; Elementary School Teachers; COVID-19; Pandemics; Online Courses; Teacher Attitudes; Educational Quality; Student Needs; Social Emotional Learning; Equal Education; School Closing; Social Justice; Teacher Competencies; Teaching Methods; Learning Activities; Distance Education; Illinois + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Online course; Online-Kurs; Lehrerverhalten; Quality of education; Bildungsqualität; School closings; Schule; Schließung; Schließung (von Schulen); Soziale Gerechtigkeit; Lehrkunst; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Distance study; Distance learning; Fernunterricht
Abstract	This case study documents the experiences and efforts of six K-5 teachers from the Midwest region of the United States to adjust instruction and establish meaningful and productive online learning environments during the pandemic. Two themes emerged from the data reflecting teachers' perceptions about the quality of instruction and insufficiency of social emotional supports provided to students. We argue for instructional paradigms that address learners' social emotional needs effectively and equitably in online instruction. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01