Forced Isolation in an Era of Inclusion with U.S. K-12 Public School Communities
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| Title: | Forced Isolation in an Era of Inclusion with U.S. K-12 Public School Communities |
|---|---|
| Language: | English |
| Authors: | Burleigh, Cheryl (ORCID |
| Source: | Journal of Educational Research and Practice. 2023 13(1):34-44. |
| Availability: | Walden University, LLC. 100 Washington Avenue South Suite 900, Minneapolis, MN 55401. Tel: 800-925-3368; Fax: 612-338-5092; e-mail: JERAP@waldenu.edu; Web site: http://scholarworks.waldenu.edu/jerap |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Secondary Education Elementary Education Secondary Education |
| Descriptors: | Social Isolation, Inclusion, Elementary Secondary Education, Public Schools, COVID-19, Pandemics, Elementary School Teachers, Secondary School Teachers, Distance Education, Teacher Student Relationship, Achievement Gains, Mental Health |
| ISSN: | 2167-8693 |
| Abstract: | The COVID-19 pandemic brought to the forefront disparities and inequities in U.S. K-12 public school systems that affected both educators and the students they served--not only during school closures but also after in-person instruction resumed. The purpose of this scholarly essay is to shed light on the levels of isolation that occurred during the pandemic and still affect educators in K-12 public schools as they seek to foster academically rigorous and inclusive school communities. Recognizing, and then quickly responding to, historic events by implementing strategies that take into account the social determinants of learning and health is the starting point to helping the education stakeholders heal, which will then facilitate students to regain their personal and academic confidence and abilities as we move to a post-pandemic world. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1383342 |
| Database: | ERIC |
| Abstract: | The COVID-19 pandemic brought to the forefront disparities and inequities in U.S. K-12 public school systems that affected both educators and the students they served--not only during school closures but also after in-person instruction resumed. The purpose of this scholarly essay is to shed light on the levels of isolation that occurred during the pandemic and still affect educators in K-12 public schools as they seek to foster academically rigorous and inclusive school communities. Recognizing, and then quickly responding to, historic events by implementing strategies that take into account the social determinants of learning and health is the starting point to helping the education stakeholders heal, which will then facilitate students to regain their personal and academic confidence and abilities as we move to a post-pandemic world. |
|---|---|
| ISSN: | 2167-8693 |
