COVID-19 and the Classroom presents social science research exploring how schools navigated the disruptive COVID-19 pandemic from March 2020 through the 2020-21 school year. This book also serves as a history book, documenting what this period was like for those involved in the enterprise of educating children.
COVID-19 and the Classroom presents social science research exploring how schools navigated the disruptive COVID-19 pandemic from March 2020 through the 2020-21 school year. This book also serves as a history book, documenting what this period was like for those involved in the enterprise of educating children.
Edited by David T. Marshall - Contributions by Martha Bradley-Dorsey; Jodie Brinkman; Katrina Brown-Aliffi; Dick Carpenter; Carol Cash; Maegan Dayton; Joshua Dunn; Charles Glenn; Michelle Hicks; Samantha Hope; Savanna Love; Robert Maranto; Sarah Marrs; Ne
Inhaltsangabe
Dedication Acknowledgments Abbreviations and Acronyms Introduction David T. Marshall Section One: How Stakeholders Experienced the Pandemic Chapter One: Teaching During the Transition to Remote Instruction David T. Marshall, David M. Shannon, and Savanna M. Love Chapter Two: Teacher Experiences During COVID-19 Savanna M. Love and David T. Marshall Chapter Three: COVID-19 & Arts Education Programming in the NYC Charter Sector Katrina Brown-Aliffi Chapter Four: Remote Learning in Rural America During COVID-19 Dick Carpenter and Joshua Dunn Chapter Five: How Charter School Leaders Navigated COVID-19 David T. Marshall and Natalie Neugebauer Chapter Six: Superintendents' Leadership During the Pandemic Carol Cash, Jodie Brinkman, and Ted Price Section Two: Public Schools, Private Schools, and Pandemic Pods Chapter Seven: Reopening Schools in the United States David T. Marshall and Martha Bradley-Dorsey Chapter Eight: International Differences in School Responses to COVID-19 Robert Maranto, Charles Glenn, and Rodrigo Queiroz e Melo Chapter Nine: Assessing the Pandemic's Toll on Private Schools Neal McCluskey Chapter Ten: Pandemic Pods and Alternative Modes of Education Angela R. Watson Section Three: Preparing Teachers During a Pandemic Chapter Eleven: Lessons Learned from a Liberal Arts Teacher Preparation Program Savanna M. Love and Diana Yesbeck Chapter Twelve: How an Alternative Licensure Program Pivoted During the Pandemic David T. Marshall, Deja Trammell, Parinita Shetty, and Sarah Woods Chapter Thirteen Lessons Learned from an Urban Teacher Residency Kim McKnight, Samantha Hope, Sarah Marrs, and Maria Pitre-Martin Chapter Fourteen: COVID-19 and the Special Education Teacher Workforce Christine Powell, LaRon Scott, Emiola Oyefuga, Meagan Dayton, Gabrielle Pickover, and Michelle Hicks About the Editor About the Contributors
Dedication Acknowledgments Abbreviations and Acronyms Introduction David T. Marshall Section One: How Stakeholders Experienced the Pandemic Chapter One: Teaching During the Transition to Remote Instruction David T. Marshall, David M. Shannon, and Savanna M. Love Chapter Two: Teacher Experiences During COVID-19 Savanna M. Love and David T. Marshall Chapter Three: COVID-19 & Arts Education Programming in the NYC Charter Sector Katrina Brown-Aliffi Chapter Four: Remote Learning in Rural America During COVID-19 Dick Carpenter and Joshua Dunn Chapter Five: How Charter School Leaders Navigated COVID-19 David T. Marshall and Natalie Neugebauer Chapter Six: Superintendents' Leadership During the Pandemic Carol Cash, Jodie Brinkman, and Ted Price Section Two: Public Schools, Private Schools, and Pandemic Pods Chapter Seven: Reopening Schools in the United States David T. Marshall and Martha Bradley-Dorsey Chapter Eight: International Differences in School Responses to COVID-19 Robert Maranto, Charles Glenn, and Rodrigo Queiroz e Melo Chapter Nine: Assessing the Pandemic's Toll on Private Schools Neal McCluskey Chapter Ten: Pandemic Pods and Alternative Modes of Education Angela R. Watson Section Three: Preparing Teachers During a Pandemic Chapter Eleven: Lessons Learned from a Liberal Arts Teacher Preparation Program Savanna M. Love and Diana Yesbeck Chapter Twelve: How an Alternative Licensure Program Pivoted During the Pandemic David T. Marshall, Deja Trammell, Parinita Shetty, and Sarah Woods Chapter Thirteen Lessons Learned from an Urban Teacher Residency Kim McKnight, Samantha Hope, Sarah Marrs, and Maria Pitre-Martin Chapter Fourteen: COVID-19 and the Special Education Teacher Workforce Christine Powell, LaRon Scott, Emiola Oyefuga, Meagan Dayton, Gabrielle Pickover, and Michelle Hicks About the Editor About the Contributors
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