新冠肺炎大流行期间小学教师对学习的看法。

IF 3.6 1区 心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Aymee Alvarez-Rivero, Candice Odgers, Daniel Ansari
{"title":"新冠肺炎大流行期间小学教师对学习的看法。","authors":"Aymee Alvarez-Rivero, Candice Odgers, Daniel Ansari","doi":"10.1038/s41539-023-00191-w","DOIUrl":null,"url":null,"abstract":"<p><p>How did school closures affect student access to education and learning rates during the COVID-19 pandemic? How did teachers adapt to the new instructional contexts? To answer these questions, we distributed an online survey to Elementary School teachers (N = 911) in the United States and Canada at the end of the 2020-2021 school year. Around 85.8% of participants engaged in remote instruction, and nearly half had no previous experience teaching online. Overall, this transition was challenging for most teachers and more than 50% considered they were not as effective in the classroom during remote instruction and reported not being able to deliver all the curriculum expected for their grade. Despite the widespread access to digital technologies in our sample, nearly 65% of teachers observed a drop in class attendance. More than 50% of participants observed a decline in students' academic performance, a growth in the gaps between low and high-performing students, and predicted long-term adverse effects. We also observed consistent effects of SES in teachers' reports. The proportion of teachers reporting a drop in performance increases from 40% in classrooms with high-income students, to more than 70% in classrooms with low-income students. Students in lower-income households were almost twice less likely to have teachers with previous experience teaching online and almost twice less likely to receive support from adults with homeschooling. Overall, our data suggest the effects of the pandemic were not equally distributed.</p>","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"8 1","pages":"40"},"PeriodicalIF":3.6000,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10507123/pdf/","citationCount":"0","resultStr":"{\"title\":\"Elementary school teachers' perspectives about learning during the COVID-19 pandemic.\",\"authors\":\"Aymee Alvarez-Rivero, Candice Odgers, Daniel Ansari\",\"doi\":\"10.1038/s41539-023-00191-w\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>How did school closures affect student access to education and learning rates during the COVID-19 pandemic? How did teachers adapt to the new instructional contexts? To answer these questions, we distributed an online survey to Elementary School teachers (N = 911) in the United States and Canada at the end of the 2020-2021 school year. Around 85.8% of participants engaged in remote instruction, and nearly half had no previous experience teaching online. Overall, this transition was challenging for most teachers and more than 50% considered they were not as effective in the classroom during remote instruction and reported not being able to deliver all the curriculum expected for their grade. Despite the widespread access to digital technologies in our sample, nearly 65% of teachers observed a drop in class attendance. More than 50% of participants observed a decline in students' academic performance, a growth in the gaps between low and high-performing students, and predicted long-term adverse effects. We also observed consistent effects of SES in teachers' reports. The proportion of teachers reporting a drop in performance increases from 40% in classrooms with high-income students, to more than 70% in classrooms with low-income students. Students in lower-income households were almost twice less likely to have teachers with previous experience teaching online and almost twice less likely to receive support from adults with homeschooling. Overall, our data suggest the effects of the pandemic were not equally distributed.</p>\",\"PeriodicalId\":48503,\"journal\":{\"name\":\"npj Science of Learning\",\"volume\":\"8 1\",\"pages\":\"40\"},\"PeriodicalIF\":3.6000,\"publicationDate\":\"2023-09-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10507123/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"npj Science of Learning\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1038/s41539-023-00191-w\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"npj Science of Learning","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1038/s41539-023-00191-w","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

在新冠肺炎大流行期间,学校关闭如何影响学生接受教育的机会和学习率?教师是如何适应新的教学环境的?为了回答这些问题,我们向小学教师(N = 911)。约85.8%的参与者参与了远程教学,近一半的参与者以前没有在线教学经验。总的来说,这种转变对大多数教师来说都是具有挑战性的,超过50%的教师认为他们在远程教学期间在课堂上没有那么有效,并报告说他们无法提供他们年级所期望的所有课程。尽管我们的样本中广泛使用了数字技术,但近65%的教师观察到出勤率下降。超过50%的参与者观察到学生的学习成绩下降,低成绩学生和高成绩学生之间的差距扩大,并预测了长期的不良影响。我们还观察到SES在教师报告中的一致影响。报告成绩下降的教师比例从高收入学生的40%增加到低收入学生的70%以上。低收入家庭的学生聘请有过在线教学经验的老师的可能性几乎低了一倍,获得在家上学的成年人支持的可能性几乎降低了一倍。总体而言,我们的数据表明,新冠疫情的影响分布不均。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Elementary school teachers' perspectives about learning during the COVID-19 pandemic.

Elementary school teachers' perspectives about learning during the COVID-19 pandemic.

Elementary school teachers' perspectives about learning during the COVID-19 pandemic.

Elementary school teachers' perspectives about learning during the COVID-19 pandemic.

How did school closures affect student access to education and learning rates during the COVID-19 pandemic? How did teachers adapt to the new instructional contexts? To answer these questions, we distributed an online survey to Elementary School teachers (N = 911) in the United States and Canada at the end of the 2020-2021 school year. Around 85.8% of participants engaged in remote instruction, and nearly half had no previous experience teaching online. Overall, this transition was challenging for most teachers and more than 50% considered they were not as effective in the classroom during remote instruction and reported not being able to deliver all the curriculum expected for their grade. Despite the widespread access to digital technologies in our sample, nearly 65% of teachers observed a drop in class attendance. More than 50% of participants observed a decline in students' academic performance, a growth in the gaps between low and high-performing students, and predicted long-term adverse effects. We also observed consistent effects of SES in teachers' reports. The proportion of teachers reporting a drop in performance increases from 40% in classrooms with high-income students, to more than 70% in classrooms with low-income students. Students in lower-income households were almost twice less likely to have teachers with previous experience teaching online and almost twice less likely to receive support from adults with homeschooling. Overall, our data suggest the effects of the pandemic were not equally distributed.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
5.40
自引率
7.10%
发文量
29
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信