Culturally Responsive Schooling during COVID-19: A Study of Six Elementary Level Educators' Reality
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| Title: | Culturally Responsive Schooling during COVID-19: A Study of Six Elementary Level Educators' Reality |
|---|---|
| Language: | English |
| Authors: | Burgin, Ximena D. (ORCID |
| Source: | Educational Forum. 2023 87(3):264-277. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | 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 |
| Geographic Terms: | Illinois |
| DOI: | 10.1080/00131725.2022.2153189 |
| ISSN: | 0013-1725 1938-8098 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1393104 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 0013-1725 1938-8098 |
| DOI: | 10.1080/00131725.2022.2153189 |
