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Impact of Interruption: Literacy Ins...

Groene, Johanna C.,

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Impact of Interruption: Literacy Instruction During the COVID-19 Pandemic = = Impacto de la interrupcion: Instruccion de lectoescritura durante la pandemia de COVID-19 /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Impact of Interruption: Literacy Instruction During the COVID-19 Pandemic =/ Johanna C Groene.
Reminder of title:	Impacto de la interrupcion: Instruccion de lectoescritura durante la pandemia de COVID-19 /
Author:	Groene, Johanna C.,
Description:	1 electronic resource (171 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
Contained By:	Dissertations Abstracts International85-12A.
Subject:	Curriculum development. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31333518
ISBN:	9798383099452

Impact of Interruption: Literacy Instruction During the COVID-19 Pandemic = = Impacto de la interrupcion: Instruccion de lectoescritura durante la pandemia de COVID-19 /
Groene, Johanna C.,

Impact of Interruption: Literacy Instruction During the COVID-19 Pandemic =Impacto de la interrupcion: Instruccion de lectoescritura durante la pandemia de COVID-19 /Johanna C Groene. - 1 electronic resource (171 pages)

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

The COVID-19 pandemic significantly disrupted traditional education, necessitating a rapid shift to online and hybrid teaching models. This study initially aimed to investigate the impact of these changes on elementary literacy instruction. However, the findings predominantly reflect the broader experiences of teachers adapting their methodologies for remote learning during the pandemic. Grounded in the sociocultural theories of Vygotsky and Gee, this study how the shift to digital platforms influenced teaching practices, including literacy.The research employs a qualitative design, utilizing semi-structured interviews with ten elementary educators from various public and charter schools across the United States. These educators provided in-depth insights into the challenges and adaptations required for effective teaching during the pandemic. The participants' narratives revealed a broader focus on their overall teaching experiences and crisis management strategies.Key findings highlight significant challenges in maintaining student engagement and accurately assessing student development in an online environment. Although the integration of digital tools, flexible teaching methods, and culturally relevant pedagogies were discussed, they were often viewed as additional burdens rather than central strategies. The study revealed the complexity and resilience required of educators during this period, underscoring the importance of support systems for teachers.This study contributes to the broader understanding of teaching in crisis contexts, emphasizing the need for flexible, adaptive teaching approaches that can accommodate diverse learner needs. The critical role of technology in contemporary education is underscored, as well as the necessity for systemic support to aid educators in navigating unprecedented challenges. Insights from this study aim to inform best practices for teaching in online and hybrid learning environments, ensuring educators are better prepared for future educational disruptions.

English

ISBN: 9798383099452Subjects--Topical Terms:

684418
Curriculum development.
Subjects--Index Terms:

COVID-19 pandemic

Impact of Interruption: Literacy Instruction During the COVID-19 Pandemic = = Impacto de la interrupcion: Instruccion de lectoescritura durante la pandemia de COVID-19 /
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520 $a The COVID-19 pandemic significantly disrupted traditional education, necessitating a rapid shift to online and hybrid teaching models. This study initially aimed to investigate the impact of these changes on elementary literacy instruction. However, the findings predominantly reflect the broader experiences of teachers adapting their methodologies for remote learning during the pandemic. Grounded in the sociocultural theories of Vygotsky and Gee, this study how the shift to digital platforms influenced teaching practices, including literacy.The research employs a qualitative design, utilizing semi-structured interviews with ten elementary educators from various public and charter schools across the United States. These educators provided in-depth insights into the challenges and adaptations required for effective teaching during the pandemic. The participants' narratives revealed a broader focus on their overall teaching experiences and crisis management strategies.Key findings highlight significant challenges in maintaining student engagement and accurately assessing student development in an online environment. Although the integration of digital tools, flexible teaching methods, and culturally relevant pedagogies were discussed, they were often viewed as additional burdens rather than central strategies. The study revealed the complexity and resilience required of educators during this period, underscoring the importance of support systems for teachers.This study contributes to the broader understanding of teaching in crisis contexts, emphasizing the need for flexible, adaptive teaching approaches that can accommodate diverse learner needs. The critical role of technology in contemporary education is underscored, as well as the necessity for systemic support to aid educators in navigating unprecedented challenges. Insights from this study aim to inform best practices for teaching in online and hybrid learning environments, ensuring educators are better prepared for future educational disruptions.
520 $a La pandemia de COVID-19 interrumpio significativamente la educacion tradicional, requiriendo un cambio rapido a modelos de ensenanza en linea e hibridos. Este estudio inicialmente tenia como objetivo investigar el impacto de estos cambios en la instruccion de lectoescritura en la educacion primaria. Sin embargo, los hallazgos reflejan predominantemente las experiencias mas amplias de los maestros al adaptar sus metodologias para el aprendizaje remoto durante la pandemia. Basado en las teorias socioculturales de Vygotsky y Gee, este estudio examina como la transicion a las plataformas digitales influyo en las practicas de ensenanza, incluida la lectoescritura.La investigacion emplea un diseno cualitativo, utilizando entrevistas semiestructuradas con diez educadores de primaria de diversas escuelas publicas y charter de los Estados Unidos. Estos educadores proporcionaron ideas detalladas sobre los desafios y adaptaciones requeridos para una ensenanza efectiva durante la pandemia. Las narrativas de los participantes revelaron un enfoque mas amplio en sus experiencias generales de ensenanza y estrategias de gestion de crisis.Los hallazgos clave destacan desafios significativos en el mantenimiento del compromiso de los estudiantes y en la evaluacion precisa del desarrollo estudiantil en un entorno en linea. Aunque se discutio la integracion de herramientas digitales, metodos de ensenanza flexibles y pedagogias culturalmente relevantes, a menudo se consideraron como cargas adicionales en lugar de estrategias centrales. El estudio revelo la complejidad y resiliencia requeridas de los educadores durante este periodo, subrayando la importancia de los sistemas de apoyo para los maestros.Este estudio contribuye a la comprension mas amplia de la ensenanza en contextos de crisis, enfatizando la necesidad de enfoques de ensenanza flexibles y adaptativos que puedan acomodar las diversas necesidades de los alumnos. Se subraya el papel critico de la tecnologia en la educacion contemporanea, asi como la necesidad de apoyo sistemico para ayudar a los educadores a navegar por desafios sin precedentes. Las ideas de este estudio tienen como objetivo informar las mejores practicas para la ensenanza en entornos de aprendizaje en linea e hibridos, asegurando que los educadores esten mejor preparados para futuras interrupciones educativas.
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653 $a Teacher perspectives
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710 2 $a The University of Wisconsin - Milwaukee. $b Urban Education. $e degree granting institution. $3 3820812
720 1 $a Huinker, DeAnn $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 85-12A.
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