Check out these great resources related to COVID-19 from 16 Division A scholars!
Michelle N. Amiot
My team conducted a study on the experiences of teachers, students, and parents during the spring school dismissal and remote teaching and learning. We were able to provide information to the Superintendent and Cabinet, as well as the Salt Lake City School Board. This guided decisions for fall re-opening. Salt Lake City School District is the only school district in Utah that will open in remote this fall. We will also study the impact on learning using our fall assessment plan. All assessments may be will delivered remotely, with one exception. This will inform schools and teachers to what degree schools, grade levels, and students experienced a learning loss. Please find a link to our study. It is a public document linked to our school district website.
https://www.slcschools.org/departments/teaching-and-learning/assessment-and-evaluation/documents/covid19-2020-school-dismissal-remote-teaching-and-learning-experience/english/
[email protected]
Ruth A. Best
ATE Virtual Summer Conference Presentation
[email protected]
Josh Bornstein
Weekly strategizing sessions via Zoom titled "Solidarity 4 Ed Leaders: Support to Do the Right Thing this Fall." These are workshops, not webinars Meeting Thu. 4:00p.
https://bit.ly/Solidarity4EdLeaders
[email protected]
Catharine Biddle
Our website and report highlight some of the innovative strategies that districts used to meet student and family needs, communicate effectively with families, and to organize remote schooling. Through our inventory and review of district practices, we have worked to harness the collective power of the on-the-job learning of districts for supporting student learning, health, and safety in the face of school closure. In addition to foundational principles, the report includes about 30 specific recommendations of best practices. All of the examples come from actual responses by school districts, and the report itself links to artifacts so other educators can see how the ideas were implemented in practice.
https://umaine.edu/beyond-crisis-schooling/
[email protected]
Carol Campbell
A Gentle Return to School: Go Slow to Go Fast
A report providing suggestions for 2020-21 school year: https://www.oise.utoronto.ca/preview/lhae/UserFiles/File/Gentle_Reopening_of_Ontario_Schools-2020.pdf
Ten things to consider when students back to school (advice for policy-makers): https://policyresponse.ca/ten-things-to-consider-when-sending-students-back-to-school/
[email protected]
Kimberly Kappler Hewitt
The impacts of the COVID-19 pandemic on educational policies and practices are unprecedented. With the majority of educational institutions forced to limit face-to-face interactions, teaching and learning have rapidly taken on vastly new meanings. Even in the midst of the uncertainties of this pandemic, predictions for the post COVID-19 world have begun to emerge (e.g., Karlgaard, 2020; Kim, 2020). Yet as we move forward, we collectively create the past. That is, historical implications are never objective descriptions of what occurred, but rather collective decisions about how we choose to remember the past (Anderson, 1991; Breuilly, 2016). In this spirit, we ask: As educators imagining education in 2030, through the lens of our COVID-19 experience, what will we choose to remember and what generative impact do we want to take pride in claiming?
Hewitt, K. K., Carlone, H., Faircloth, B. S., Gonzalez, L., He, Y., & Vetter, A. (2020). What we choose to remember: Imagined shared narratives of education during COVID-19. Journal of Interdisciplinary Studies in Education. doi: 10.32674/jise.v9i2.2400
[email protected]
Sarah Winchell Lenhoff
The Detroit Education Research Partnership produced a report on Detroit students' experiences during the school closures of the 2019-20 school year, including their participation in distance learning, how they spent their time, and how COVID-19 has affected them and their families. The report concludes with several key implications for how to support student engagement and attendance in the return to school.
Lenhoff, S. W., Stokes, K., Khawaja, S., & Singer, J. (2020). Detroit students’ experiences during the novel coronavirus pandemic. Detroit Education Research Partnership.
https://education.wayne.edu/detroit-educaton-research-partnership
[email protected]
Rebecca Lowenhaupt
https://immigrationinitiative.harvard.edu/connectivity-and-creativity-time-covid-19-immigrant-serving-districts-respond-pandemic
[email protected]
Julia Mahfouz
https://educate.bankstreet.edu/occasional-paper-series/vol2020/iss43/6/
[email protected]
Carol A. Mullen
Mullen, C. A. (2020). Online doctoral mentoring in a pandemic: Help or hindrance to academic progress on dissertations? International Journal of Mentoring and Coaching in Education. [EarlyCite] https://doi.org/10.1108/IJMCE-06-2020-0029
Active Call for Papers, rolling deadline until Nov. 16, 2020. Consider submitting!
Special issue: “Mentoring and Coaching in Times of Crises, Pandemics, and Social Distancing.” International Journal of Mentoring & Coaching in Education, 10(2). Guest editor: Carol A. Mullen, Virginia Tech Call for Papers (details): https://www.emeraldgrouppublishing.com/journal/ijmce/mentoring-times-crises-pandemics-and-social-distancing
[email protected]
Chris Ongaro
This share is focused on mental health needs. I run a therapeutic day school in Manhattan, and I am sending an opinion piece from my school's clinical director and me. Our specialized school is distinct in serving students with such challenges as high anxiety and depression, and we are keenly aware of emotional needs that stretch across schools and the limited support that often exists for those needs. Our piece is a charge to all schools, particularly school leaders, to acknowledge mental health needs and to prioritize live connections with students whether or not they are able to occur in person. We consider it extremely important and would deeply appreciate consideration for inclusion.
The post titled "8/2020 COVID-19 Beyond Stevenson: An Appeal to All Educators" can be found at: http://stevenson-school.org/covid-19-information/
[email protected]
Alexandra E. Pavlakis
This evidence brief, published by the Annenberg Institute at Brown University and Results for America, examines how to best support students experiencing homelessness during the COVID-19 pandemic.
https://annenberg.brown.edu/sites/default/files/EdResearch_for_Recovery_Brief_5.pdf
[email protected]
Jessica Rigby
My team talked with 7 local districts about their leadership policies and practices around high-quality and antiracist instruction in the context of COVID-19. We wrote a policy brief, "Promising District Leadership Practices for Transformative Change in the Context of COVID-19" that synthesizes their promising practices along three principles.
https://education.uw.edu/sites/default/files/pdf/Promising-Leadership-Practices-Brief.pdf?fbclid=IwAR1-DDApDVCC8FHRg0thOoQD5MY4vupKjJpOnFRNts3dU2VIbAlJhjN1lOE
[email protected]
Emer Smyth
The implications of the COVID-19 pandemic for policy in relation to children and young people: a research review - Merike Darmody, Emer Smyth and Helen Russell
https://www.esri.ie/publications/the-implications-of-the-covid-19-pandemic-for-policy-in-relation-to-children-and-young
[email protected]
Henry Tran
Tran, H., Hardie, S., & Cunningham, K. (2020). Leading with empathy and humanity. Why Talent-Centred Education Leadership is especially critical amidst the pandemic crisis. ISEA, 48(1), 39-45.
https://www.usccihe.org/tran-hardie-cunningham
[email protected]
Perry A. Zirkel
For successive overviews of the federal guidance and emerging case law concerning the legal issues for students with disabilities arising under COVID-19, see the Special Supplements on the homepage of perryzirkel.com.
[email protected]
Michelle N. Amiot
My team conducted a study on the experiences of teachers, students, and parents during the spring school dismissal and remote teaching and learning. We were able to provide information to the Superintendent and Cabinet, as well as the Salt Lake City School Board. This guided decisions for fall re-opening. Salt Lake City School District is the only school district in Utah that will open in remote this fall. We will also study the impact on learning using our fall assessment plan. All assessments may be will delivered remotely, with one exception. This will inform schools and teachers to what degree schools, grade levels, and students experienced a learning loss. Please find a link to our study. It is a public document linked to our school district website.
https://www.slcschools.org/departments/teaching-and-learning/assessment-and-evaluation/documents/covid19-2020-school-dismissal-remote-teaching-and-learning-experience/english/
[email protected]
Ruth A. Best
ATE Virtual Summer Conference Presentation
[email protected]
Josh Bornstein
Weekly strategizing sessions via Zoom titled "Solidarity 4 Ed Leaders: Support to Do the Right Thing this Fall." These are workshops, not webinars Meeting Thu. 4:00p.
https://bit.ly/Solidarity4EdLeaders
[email protected]
Catharine Biddle
Our website and report highlight some of the innovative strategies that districts used to meet student and family needs, communicate effectively with families, and to organize remote schooling. Through our inventory and review of district practices, we have worked to harness the collective power of the on-the-job learning of districts for supporting student learning, health, and safety in the face of school closure. In addition to foundational principles, the report includes about 30 specific recommendations of best practices. All of the examples come from actual responses by school districts, and the report itself links to artifacts so other educators can see how the ideas were implemented in practice.
https://umaine.edu/beyond-crisis-schooling/
[email protected]
Carol Campbell
A Gentle Return to School: Go Slow to Go Fast
A report providing suggestions for 2020-21 school year: https://www.oise.utoronto.ca/preview/lhae/UserFiles/File/Gentle_Reopening_of_Ontario_Schools-2020.pdf
Ten things to consider when students back to school (advice for policy-makers): https://policyresponse.ca/ten-things-to-consider-when-sending-students-back-to-school/
[email protected]
Kimberly Kappler Hewitt
The impacts of the COVID-19 pandemic on educational policies and practices are unprecedented. With the majority of educational institutions forced to limit face-to-face interactions, teaching and learning have rapidly taken on vastly new meanings. Even in the midst of the uncertainties of this pandemic, predictions for the post COVID-19 world have begun to emerge (e.g., Karlgaard, 2020; Kim, 2020). Yet as we move forward, we collectively create the past. That is, historical implications are never objective descriptions of what occurred, but rather collective decisions about how we choose to remember the past (Anderson, 1991; Breuilly, 2016). In this spirit, we ask: As educators imagining education in 2030, through the lens of our COVID-19 experience, what will we choose to remember and what generative impact do we want to take pride in claiming?
Hewitt, K. K., Carlone, H., Faircloth, B. S., Gonzalez, L., He, Y., & Vetter, A. (2020). What we choose to remember: Imagined shared narratives of education during COVID-19. Journal of Interdisciplinary Studies in Education. doi: 10.32674/jise.v9i2.2400
[email protected]
Sarah Winchell Lenhoff
The Detroit Education Research Partnership produced a report on Detroit students' experiences during the school closures of the 2019-20 school year, including their participation in distance learning, how they spent their time, and how COVID-19 has affected them and their families. The report concludes with several key implications for how to support student engagement and attendance in the return to school.
Lenhoff, S. W., Stokes, K., Khawaja, S., & Singer, J. (2020). Detroit students’ experiences during the novel coronavirus pandemic. Detroit Education Research Partnership.
https://education.wayne.edu/detroit-educaton-research-partnership
[email protected]
Rebecca Lowenhaupt
https://immigrationinitiative.harvard.edu/connectivity-and-creativity-time-covid-19-immigrant-serving-districts-respond-pandemic
[email protected]
Julia Mahfouz
https://educate.bankstreet.edu/occasional-paper-series/vol2020/iss43/6/
[email protected]
Carol A. Mullen
Mullen, C. A. (2020). Online doctoral mentoring in a pandemic: Help or hindrance to academic progress on dissertations? International Journal of Mentoring and Coaching in Education. [EarlyCite] https://doi.org/10.1108/IJMCE-06-2020-0029
Active Call for Papers, rolling deadline until Nov. 16, 2020. Consider submitting!
Special issue: “Mentoring and Coaching in Times of Crises, Pandemics, and Social Distancing.” International Journal of Mentoring & Coaching in Education, 10(2). Guest editor: Carol A. Mullen, Virginia Tech Call for Papers (details): https://www.emeraldgrouppublishing.com/journal/ijmce/mentoring-times-crises-pandemics-and-social-distancing
[email protected]
Chris Ongaro
This share is focused on mental health needs. I run a therapeutic day school in Manhattan, and I am sending an opinion piece from my school's clinical director and me. Our specialized school is distinct in serving students with such challenges as high anxiety and depression, and we are keenly aware of emotional needs that stretch across schools and the limited support that often exists for those needs. Our piece is a charge to all schools, particularly school leaders, to acknowledge mental health needs and to prioritize live connections with students whether or not they are able to occur in person. We consider it extremely important and would deeply appreciate consideration for inclusion.
The post titled "8/2020 COVID-19 Beyond Stevenson: An Appeal to All Educators" can be found at: http://stevenson-school.org/covid-19-information/
[email protected]
Alexandra E. Pavlakis
This evidence brief, published by the Annenberg Institute at Brown University and Results for America, examines how to best support students experiencing homelessness during the COVID-19 pandemic.
https://annenberg.brown.edu/sites/default/files/EdResearch_for_Recovery_Brief_5.pdf
[email protected]
Jessica Rigby
My team talked with 7 local districts about their leadership policies and practices around high-quality and antiracist instruction in the context of COVID-19. We wrote a policy brief, "Promising District Leadership Practices for Transformative Change in the Context of COVID-19" that synthesizes their promising practices along three principles.
https://education.uw.edu/sites/default/files/pdf/Promising-Leadership-Practices-Brief.pdf?fbclid=IwAR1-DDApDVCC8FHRg0thOoQD5MY4vupKjJpOnFRNts3dU2VIbAlJhjN1lOE
[email protected]
Emer Smyth
The implications of the COVID-19 pandemic for policy in relation to children and young people: a research review - Merike Darmody, Emer Smyth and Helen Russell
https://www.esri.ie/publications/the-implications-of-the-covid-19-pandemic-for-policy-in-relation-to-children-and-young
[email protected]
Henry Tran
Tran, H., Hardie, S., & Cunningham, K. (2020). Leading with empathy and humanity. Why Talent-Centred Education Leadership is especially critical amidst the pandemic crisis. ISEA, 48(1), 39-45.
https://www.usccihe.org/tran-hardie-cunningham
[email protected]
Perry A. Zirkel
For successive overviews of the federal guidance and emerging case law concerning the legal issues for students with disabilities arising under COVID-19, see the Special Supplements on the homepage of perryzirkel.com.
[email protected]