2019冠状病毒病期间家庭-学校关系的经验教训:幼儿特殊教育专业人员的经验。

IF 1.3 Q3 EDUCATION & EDUCATIONAL RESEARCH
Catherine R Gaspar, Laudan B Jahromi, Mary Ellen Rooney, Stephanie Rodriguez
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引用次数: 0

摘要

2019冠状病毒病大流行导致教育格局发生变化,并暴露出教育过程中的差距,包括教育专业人员的做法。本研究采用基于社区的参与式研究(CBPR)方法,探讨了10名早期儿童特殊教育专业人员的经验,这些专业人员为不同种族和民族的残疾学龄前儿童家庭提供支持,以深入了解COVID-19期间家庭-学校关系的动态。通过访谈,教育专业人员分享了他们在大流行期间处理家庭与学校关系的第一手经验。教育专业人士描述了他们与家庭关系的变化,以及他们对家庭因素(如困难和参与)的观察。他们还讨论了在大流行期间为家庭提供支持的战略。该研究的CBPR咨询委员会的专业人员后来的反思揭示了从大流行中吸取的教训。调查结果突出了2019冠状病毒病期间早期学校专业人员的声音,并为这些经历如何影响他们在现代的调整和实践提供了见解。结果揭示了早期儿童特殊教育专业人员和家庭如何在教育系统的推动下得到更好的支持,以及在整个儿童早期培养家校关系的建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Lessons Learned from Family-School Relationships during COVID-19: The Experiences of Early Childhood Special Education Professionals.

The COVID-19 pandemic caused shifts in the educational landscape and revealed gaps in educational processes, including the practices of education professionals. The present study used a Community-Based Participatory Research (CBPR) approach to explore the experiences of ten early childhood special education professionals who supported racially and ethnically diverse families of preschoolers with disabilities to gain insight into family-school relationship dynamics during COVID-19. Through interviews, education professionals shared their firsthand experiences in relation to navigating home-school relationships during the pandemic. Education professionals described shifts in their relationships with families, as well as their observations of family factors such as hardships and engagement. They also discussed strategies they used to support families during the pandemic. Later reflections from professionals in the study's CBPR advisory board revealed lessons learned from the pandemic. Findings highlight the voices of early school professionals during COVID-19 and offer insights into how these experiences informed their adjustment and practice in modern day. Results reveal how early childhood special education professionals and families can be better supported by the education system moving forward, as well as suggestions for fostering home-school relationships throughout the early childhood years.

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来源期刊
Journal of Early Childhood Teacher Education
Journal of Early Childhood Teacher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
16.70%
发文量
27
期刊介绍: The Journal of Early Childhood Teacher Education, the official journal of the National Association of Early Childhood Teacher Educators, publishes original manuscripts, reviews, and information about association activities. Its purpose is to provide a forum for consideration of issues and for exchange of information and ideas about research and practice in early childhood teacher education. JECTE welcomes research reports, position papers, essays on current issues, reflective reports on innovative teacher education practices, letters to the editor and book reviews.
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