隐藏在(虚拟)普通视野中:一个特许学区在COVID-19期间关注出勤率

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education and Urban Society Pub Date : 2022-01-19 DOI:10.1177/00131245211065414

J. Childs, Ain A. Grooms, Mollie Purcell Mozley

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引用次数: 7

摘要

新冠肺炎给城市有色人种学生及其家庭带来了巨大负担。不断变化的环境、社区和学校因素影响了学生定期上学的能力和愿望。为了确保学生能够上学，地区和学校领导面临着创造学校环境和文化以促进出勤率和整体安全的挑战。这项针对得克萨斯州一个特许学区的案例研究强调了在疫情期间，领导的组织承诺和让学生上学的愿望是如何在学校在不确定时期转型的关键。对学区和学校领导的采访显示，支持、资源和技术整合有助于影响学生出勤率，并有助于制定安全重新开放的计划。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Hidden in (Virtual) Plain Sight: A Charter District’s Focus on Attendance During COVID-19

COVID-19 placed a significant burden on urban students of color and their families. Changing environmental, community, and schooling factors influenced students’ ability and desire to attend school regularly. To ensure that students would attend school, district and school leaders were challenged with creating school environments and cultures that would promote attendance and overall safety. This case study of a charter school district in Texas highlights how organizational commitment by leaders and desire to get students to attend school during the pandemic, was pivotal as the school was transitioning during uncertain times. Interviews with district and school leaders revealed that supports, resources, and integration of technology helped to influence student attendance and helped to create plans for safely reopening.

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来源期刊

Education and Urban Society Multiple-

CiteScore

3.00

自引率

8.30%

发文量

期刊介绍： Education and Urban Society (EUS) is a multidisciplinary journal that examines the role of education as a social institution in an increasingly urban and multicultural society. To this end, EUS publishes articles exploring the functions of educational institutions, policies, and processes in light of national concerns for improving the environment of urban schools that seek to provide equal educational opportunities for all students. EUS welcomes articles based on practice and research with an explicit urban context or component that examine the role of education from a variety of perspectives including, but not limited to, those based on empirical analyses, action research, and ethnographic perspectives as well as those that view education from philosophical, historical, policy, and/or legal points of view.lyses.