Educating Culturally and Linguistically Diverse Learners (CLD) in United States Schools during COVID-19.
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| Title: | Educating Culturally and Linguistically Diverse Learners (CLD) in United States Schools during COVID-19. |
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| Authors: | Burgin, Ximena D.1 xrecald1@niu.edu, Daniel, Mayra C.1 mcdaniel@niu.edu, Riley, Carolyn F.1 cfriley3@gmail.com |
| Source: | TESL-EJ. May2023, Vol. 27 Issue 1, p1-18. 18p. |
| Subject Terms: | *COVID-19 pandemic, *Online education, *School year, *Teachers, *Academic achievement |
| Abstract: | The COVID-19 pandemic has propelled educational communities across the world into emergency remote models of instruction. This study documented the perceptions of 11 teachers from the State of Illinois regarding the quality of online instruction in their schools and their unexpected challenges from March of 2019-2020 academic year. Three points of data collection documented the teachers' perceptions of the transition to online learning and subsequent difficulties. Recurrent themes evident in responses to interview questions (Stake, 2000) were examined using a constant comparison method (Glasser & Strauss, 1967). Three emerging themes were identified: increased job demands, need for educational supports, and educators' concerns about the quality of the delivery of online instruction for Culturally and Linguistically Diverse Learners during the pandemic. [ABSTRACT FROM AUTHOR] |
| Copyright of TESL-EJ is the property of TESL-EJ and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 163543122 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Educating Culturally and Linguistically Diverse Learners (CLD) in United States Schools during COVID-19. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Burgin%2C+Ximena+D%2E%22">Burgin, Ximena D.</searchLink><relatesTo>1</relatesTo><i> xrecald1@niu.edu</i><br /><searchLink fieldCode="AR" term="%22Daniel%2C+Mayra+C%2E%22">Daniel, Mayra C.</searchLink><relatesTo>1</relatesTo><i> mcdaniel@niu.edu</i><br /><searchLink fieldCode="AR" term="%22Riley%2C+Carolyn+F%2E%22">Riley, Carolyn F.</searchLink><relatesTo>1</relatesTo><i> cfriley3@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22TESL-EJ%22">TESL-EJ</searchLink>. May2023, Vol. 27 Issue 1, p1-18. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22School+year%22">School year</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The COVID-19 pandemic has propelled educational communities across the world into emergency remote models of instruction. This study documented the perceptions of 11 teachers from the State of Illinois regarding the quality of online instruction in their schools and their unexpected challenges from March of 2019-2020 academic year. Three points of data collection documented the teachers' perceptions of the transition to online learning and subsequent difficulties. Recurrent themes evident in responses to interview questions (Stake, 2000) were examined using a constant comparison method (Glasser & Strauss, 1967). Three emerging themes were identified: increased job demands, need for educational supports, and educators' concerns about the quality of the delivery of online instruction for Culturally and Linguistically Diverse Learners during the pandemic. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of TESL-EJ is the property of TESL-EJ and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=163543122 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.55593/ej.27105a3 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 1 Subjects: – SubjectFull: COVID-19 pandemic Type: general – SubjectFull: Online education Type: general – SubjectFull: School year Type: general – SubjectFull: Teachers Type: general – SubjectFull: Academic achievement Type: general Titles: – TitleFull: Educating Culturally and Linguistically Diverse Learners (CLD) in United States Schools during COVID-19. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Burgin, Ximena D. – PersonEntity: Name: NameFull: Daniel, Mayra C. – PersonEntity: Name: NameFull: Riley, Carolyn F. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 10724303 Numbering: – Type: volume Value: 27 – Type: issue Value: 1 Titles: – TitleFull: TESL-EJ Type: main |
| ResultId | 1 |
