Adaptation to Remote Teaching during Spring 2020 Amidst COVID-19: Perspectives of Advanced Placement Statistics Teachers

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

COMPUTERS IN THE SCHOOLS Pub Date : 2020-11-04 DOI:10.1080/07380569.2022.2090764

Teresa M. Ober, Matthew F. Carter, Meghan R. Coggins, Audrey Filonczuk, Casey Kim, Maxwell R. Hong, Ying Cheng

{"title":"Adaptation to Remote Teaching during Spring 2020 Amidst COVID-19: Perspectives of Advanced Placement Statistics Teachers","authors":"Teresa M. Ober, Matthew F. Carter, Meghan R. Coggins, Audrey Filonczuk, Casey Kim, Maxwell R. Hong, Ying Cheng","doi":"10.1080/07380569.2022.2090764","DOIUrl":null,"url":null,"abstract":"Abstract During the Spring 2020 semester, K-12 teachers throughout many parts of the world adapted from face-to-face to online teaching. To better understand these experiences, seven advanced placement (AP) Statistics high school teachers were interviewed following a semi-structured protocol. A collaborative and consensus-driven analysis of transcripts revealed 12 distinct themes. The three most extensively discussed themes appeared to be assessment (19.11%), communication methods (12.23%), and use of online instructional approaches (11.90%). Teachers from schools that did not provide devices to students (i.e., not “one-to-one”) tended to report concerns around digital access more frequently (6.87%) and tended to express a more negative sentiment (Sentiment Mean = –.09) than teachers at schools that provided devices (5.69%; Sentiment Mean = 1.35, p < .01). These findings highlight issues facing teachers during the transition to remote and online instruction and suggest a need for supporting teachers in developing familiarity with online and remote assessment resources and strategies.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"39 1","pages":"342 - 372"},"PeriodicalIF":1.2000,"publicationDate":"2020-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"COMPUTERS IN THE SCHOOLS","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/07380569.2022.2090764","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 4

Abstract

Abstract During the Spring 2020 semester, K-12 teachers throughout many parts of the world adapted from face-to-face to online teaching. To better understand these experiences, seven advanced placement (AP) Statistics high school teachers were interviewed following a semi-structured protocol. A collaborative and consensus-driven analysis of transcripts revealed 12 distinct themes. The three most extensively discussed themes appeared to be assessment (19.11%), communication methods (12.23%), and use of online instructional approaches (11.90%). Teachers from schools that did not provide devices to students (i.e., not “one-to-one”) tended to report concerns around digital access more frequently (6.87%) and tended to express a more negative sentiment (Sentiment Mean = –.09) than teachers at schools that provided devices (5.69%; Sentiment Mean = 1.35, p < .01). These findings highlight issues facing teachers during the transition to remote and online instruction and suggest a need for supporting teachers in developing familiarity with online and remote assessment resources and strategies.

查看原文本刊更多论文

新冠肺炎期间2020年春季远程教学的适应：高级就业统计教师的观点

摘要在2020年春季学期，世界各地的K-12教师从面对面教学转变为在线教学。为了更好地了解这些经历，七名高级安置（AP）统计高中教师按照半结构化协议接受了采访。一项合作和共识驱动的转录本分析揭示了12个不同的主题。讨论最广泛的三个主题似乎是评估（19.11%）、沟通方法（12.23%）、，以及在线教学方法的使用（11.90%）。与提供设备的学校的教师（5.69%；情绪平均值 = 1.35，p<0.01）。这些发现突出了教师在向远程和在线教学过渡期间面临的问题，并表明有必要支持教师熟悉在线和远程评估资源和策略。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

COMPUTERS IN THE SCHOOLS EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

11.10%

发文量

期刊介绍： Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools is supported by an editorial review board of prominent specialists in the school and educational setting. Material presented in this highly acclaimed journal goes beyond the “how we did it” magazine article or handbook by offering a rich source of serious discussion for educators, administrators, computer center directors, and special service providers in the school setting. Articles emphasize the practical aspect of any application, but also tie theory to practice, relate present accomplishments to past efforts and future trends, identify conclusions and their implications.