Description
Book SynopsisCOVID-19 and the Classroom: How Schools Navigated the Great Disruption presents social science research that explores how schools navigated the disruption caused by the COVID-19 pandemic from March 2020 through the 2020-21 school year. This book also serves as a history book, documenting what this period was like for those involved in the enterprise of educating children. The book is divided into three sections, allowing for an in-depth exploration of the pandemic’s impact. The first section examines how teachers, parents, and school leaders experienced the pandemic, including what this looked like when schools first closed for in-person instruction. Part two explores how schools reopened, both in the United States and abroad, and discusses the trade-offs associated with these decisions. This section also explored how private schools fared and the rise of “pandemic pods”. The book concludes with a look at how a range of teacher preparation programs continued their work in uncertain times. This volume represents one of the first to share scholarship on how schools negotiated the COVID-19 crisis.
Trade ReviewCOVID-19 and the Classroom: How Schools Navigated the Great Disruption provides a very comprehensive look at how COVID 19 impacted schools and schooling. The authors use first person accounts from teachers, school leaders, and others concerning how COVID 19 affected all aspects of education. Pointing out that most teachers had never taught virtually, and most students had never learned virtually, the authors summarize some of the concerns and frustrations of teachers, parents, and school leaders in having to pivot to a new way of teaching. The most important aspect of the book is that it provides many lessons learned that will help all educators and parents deal with future pandemics.
-- Tom Smith, University of Arkansas
Table of ContentsDedication
Acknowledgments
Abbreviations and Acronyms
Introduction
David T. Marshall
Section One: How Stakeholders Experienced the Pandemic
Chapter One: Teaching During the Transition to Remote Instruction
David T. Marshall, David M. Shannon, and Savanna M. Love
Chapter Two: Teacher Experiences During COVID-19
Savanna M. Love and David T. Marshall
Chapter Three: COVID-19 & Arts Education Programming in the NYC Charter Sector
Katrina Brown-Aliffi
Chapter Four: Remote Learning in Rural America During COVID-19
Dick Carpenter and Joshua Dunn
Chapter Five: How Charter School Leaders Navigated COVID-19
David T. Marshall and Natalie Neugebauer
Chapter Six: Superintendents’ Leadership During the Pandemic
Carol Cash, Jodie Brinkman, and Ted Price
Section Two: Public Schools, Private Schools, and Pandemic Pods
Chapter Seven: Reopening Schools in the United States
David T. Marshall and Martha Bradley-Dorsey
Chapter Eight: International Differences in School Responses to COVID-19
Robert Maranto, Charles Glenn, and Rodrigo Queiroz e Melo
Chapter Nine: Assessing the Pandemic’s Toll on Private Schools
Neal McCluskey
Chapter Ten: Pandemic Pods and Alternative Modes of Education
Angela R. Watson
Section Three: Preparing Teachers During a Pandemic
Chapter Eleven: Lessons Learned from a Liberal Arts Teacher Preparation Program
Savanna M. Love and Diana Yesbeck
Chapter Twelve: How an Alternative Licensure Program Pivoted During the Pandemic
David T. Marshall, Deja Trammell, Parinita Shetty, and Sarah Woods
Chapter Thirteen Lessons Learned from an Urban Teacher Residency
Kim McKnight, Samantha Hope, Sarah Marrs, and Maria Pitre-Martin
Chapter Fourteen: COVID-19 and the Special Education Teacher Workforce
Christine Powell, LaRon Scott, Emiola Oyefuga, Meagan Dayton,
Gabrielle Pickover, and Michelle Hicks
About the Editor
About the Contributors
