Virtual School Meanderings

April 20, 2022

AERA 2022 and K-12 Online Learning

So the 2022 annual meeting of the American Educational Research Association begins tomorrow.  Below are what I perceive to be the various K-12 distance, online, remote, and blended learning sessions based on my searching of the program.

Thursday, April 21, 2022

 

Action Research: A Tool to Advance Networks and Foster E-Learning

Thu, April 21, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), San Diego Convention Center, Floor: Upper Level, Room 2Session Type: Paper Session

Abstract

Raising academic achievement, increasing student engagement, and promoting equity have long been education reform goals, but have resulted in minimal change. This session examines the application of various technologies to sustain and enhance personalized K-16 learning environments using online and blended learning.

Sub Unit

  • SIG-Action Research

Papers

  • Action Research and a Soft Systems Approach to Organizational Change: The Implementation of an Online and Blended Learning Initiative in a Large Urban School District – Elizabeth Azukas, East Stroudsburg State University of Pennsylvania
  • Ready to Engage? Urban Middle School Teachers’ Responsiveness to Targeted Engagement Interventions – Svetlana Nikic, Saint Louis Public Schools
  • Teachers’ Perceptions of K–12 Online Learning: An Action Research Project in a Graduate Course – Michael Kristopher Barbour, Touro University – California; Elizabeth Azukas, East Stroudsburg State University of Pennsylvania
  • Managing Interdisciplinary Research Software Projects: Learning From Participatory Action Research in Campus Cyberinfrastructure Projects – Kanupriya Singh, University of Missouri – Columbia; Isa Jahnke, University of Münster; Shangman Li, University of Missouri
  • Utilizing Video-Based Pedagogical Action Research to Transform Practice – Kim Lebak, Stockton University

 

Moving Beyond “Learning Loss”: Drawing Constructive Lessons and Insights From Research During the COVID-19 Pandemic

Thu, April 21, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), Marriott Marquis San Diego Marina, Floor: North Building, Lobby Level, Torrey Pines 3Session Type: Symposium

Abstract

This session offers alternative perspectives to the lens of “learning loss” when considering the outcomes of distance learning during the COVID-19 pandemic. Rather than a deficit view centered on what youth, schools and communities lacked, a strengths-based approach reveals important lessons about youth agency, ways of learning, innovation, and resilience that can otherwise be overlooked. This session offers insights from research with schools, families, and informal learning environments that have implications for education research and practice as educators, learners, and communities prepare for a future that includes hybrid forms of instruction in response to dynamically changing conditions.

Sub Unit

  • Division C – Learning and Instruction / Division C – Section 2b: Learning and Motivation in Social and Cultural Contexts

Chair

  • Brigid Barron, Stanford University

Papers

  • Expanding Remote Multimodalities to Honor Urgent Everyday Multi-Pandemic Learning – Day W Greenberg, University of Michigan – Ann Arbor; Denise L Jones, University of Michigan – Ann Arbor; Angela Calabrese Barton, University of Michigan; Devon Riter, University of Michigan; Chandler TurnerLeslie R. Herrenkohl, University of Michigan – Ann Arbor; Elizabeth A. Davis, University of Michigan
  • Necessity Is the Mother of Invention: Learning From Teacher and Family Innovations During the COVID-19 Pandemic – Amber Maria Levinson, Stanford University; Brigid Barron, Stanford University; Judy Nguyen, Stanford University
  • Learning in the COVID Classroom: Insights Gained From Remote Research With Families – Rose K. Pozos, Stanford University; Brigid Barron, Stanford University; Caitlin Martin, Stanford University

Discussant

  • Antero Garcia, Stanford University

 

Preservice Teachers as Researchers: Developing Equity-Minded Educators Through Critical Research Within Teacher Preparation Courses

Thu, April 21, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), Marriott Marquis San Diego Marina, Floor: North Building, Lobby Level, Marriott Grand Ballroom 9Session Type: Symposium

Abstract

This symposium documents research findings and critical personal narratives of teacher candidates working as critical researchers within a teacher preparation program during the COVID-19 pandemic. Grounded within socio-cultural learning and critical theory, this symposium describes data from a two-year longitudinal study designed to test the efficacy of equity-based, course-embedded research opportunities for pre-service teachers. Symposium participants will share how resources, technology, and online learning conditions influenced K-12 educational opportunities, mental/social-emotional wellness, and family engagement. Additionally, participants will describe how their research experience informed their teaching. The panel will include recent teacher candidates, novice teachers, university teacher educators, and a community-based program mentor. These findings illustrate the transformative power of critical research to reframe how we prepare equity-minded educators.

Sub Unit

  • Division K – Teaching and Teacher Education / Division K – Section 05: Pre-service Teacher Education Coursework: Curriculum and Pedagogy to Improve Teacher Knowledge and Instruction

Chair

  • Anthony Collatos, Pepperdine University

Papers

  • “We Were Years Behind Already”: An Examination of the Academic Opportunity Gap During COVID-19 – Alexandra Robles, Pepperdine University; Amelia Zaldivar, Pepperdine University; Elianna Campos, Pasadena Unified
  • The Technological Impact of K–12 Online Access, Resources, and Engagement During the COVID-19 Pandemic – Joseph W. Schwartz, Green Dot Public Schools
  • Same Storm, Different Boats: Understanding COVID-19’s Impact on Student Mental Health and Social-Emotional Wellness – Jensine Lucas, Pepperdine University; Ellin Avanesian, Pepperdine University; Cristina Arellano, Pepperdine University
  • “We Need More Interaction”: Redefining Effective Family/School Engagement – Anthony Collatos, Pepperdine University; Mary Johnson, Pepperdine University; Maria R. Marion Wright, Pepperdine University

Discussant

  • Eduardo Lara, California State University – Long Beach

 

Bridging the Digital Divide in a Global Pandemic (Table 14)

  • In Event: AERA Roundtable Session 2

Thu, April 21, 9:45 to 11:15am PDT (9:45 to 11:15am PDT), San Diego Convention Center, Exhibit Hall BSession Type: Roundtable Session

Sub Unit

  • Division G – Social Context of Education / Division G – Section 1: Education and Place, Space, Time

Chair

  • Julia James Carlson, Wilson Language

Papers

  • Conceptualizing and Measuring High-Speed Broadband Deserts in K–12 Schools: A New Approach to the Digital Divide – Charisse Atibagos Gulosino, University of Memphis
  • “Slow Down and Pay Attention”: Student Homelessness and School-Community Practices During COVID-19 – Alexandra E. Pavlakis, Southern Methodist University; Kessa Roberts, Southern Methodist University; Meredith Paige Richards, Southern Methodist University
  • Building a More Resilient Education System: Lessons Learned From Emergency Remote Teaching During COVID-19 – Melissa Ann Jurkiewicz, Mercer University; Vicki Luther, Mercer University; Susie Morrissey, Mercer University; Laura Simon, Mercer University; Cynthia Anderson, Mercer University; Meenakshi Sharma, Mercer University; Sheila Thompson, Mercer University
  • Learning Through Internet Lag: Inequalities of Access in the Zoom Era – Peter Cody Fiduccia, Cornell University

 

Building on Community Assets in Education (Table 15)

  • In Event: AERA Roundtable Session 2

Thu, April 21, 9:45 to 11:15am PDT (9:45 to 11:15am PDT), San Diego Convention Center, Exhibit Hall BSession Type: Roundtable Session

Sub Unit

  • Division G – Social Context of Education / Division G – Section 1: Education and Place, Space, Time

Chair

  • Mavis G. Sanders, Child Trends

Papers

  • Analyzing Students’ Writings on the Future: Types of Agentic Orientations – Antti Laherto, University of Helsinki; Tapio Rasa, University of Helsinki
  • Engaging Families in Their Own Neighborhoods – Margaret O. Hanna, University of Michigan
  • Home/School: Popular Discourse and the Social Space of School During Remote Learning – Michael Samuel Havazelet, Vanderbilt University

 

K–12 Stress and Coping During COVID-19 (Table 2)

  • In Event: AERA Roundtable Session 3

Thu, April 21, 11:30am to 1:00pm PDT (11:30am to 1:00pm PDT), San Diego Convention Center, Exhibit Hall BSession Type: Roundtable Session

Sub Unit

  • SIG-Stress, Coping, and Resilience

Cosponsor

  • SIG-Stress, Coping, and Resilience

Chair

  • Heleen Veerle Johan Vandevoort, University of Amsterdam

Papers

  • Pandemic Pain Points: How Trauma-Informed Practices Extend Holistic Support and Expand Opportunity – Carrie R Wall, Pepperdine University
  • Predictors of Teachers’ and Students’ Resilience During Emergency Remote Instruction: Insights From a Global Survey – Michał B. Paradowski, University of Warsaw; Magdalena Jelińska, University of Warsaw; Andrzej Jarynowski, Interdisciplinary Research Institute in Wrocław; Ekaterina Sudina, Northern Arizona University
  • Is Teachers’ Psychological Well-Being High or Is It in Decline During COVID-19? – Pınar YavuzHatice DuraklıEmine Şenay DoğanerFaruk KalkanHamit Ozen, Eskisehir Osmangazi University

 

Integrating Technology in Education (San Diego)

  • In Event: AERA Poster Session 1

Thu, April 21, 11:30am to 1:00pm PDT (11:30am to 1:00pm PDT), San Diego Convention Center, Floor: Upper Level, Sails PavillionSession Type: Poster Session

Sub Unit

  • Division C – Learning and Instruction / Division C – Section 3b: Technology-Based Environments

Papers

  • 15. Clustering Student Strategies in a Simulated Web Search Environment (Poster 15) – Caitlin Tenison, Educational Testing Service; Jesse R. Sparks, Educational Testing Service
  • 16. Comparing Learning From Observing Dialogue and Monologue Videos (Poster 16) – Yingxiao Qian, Arizona State University – Tempe; Yi-Chun Hong, Arizona State University; Michelene T.H. Chi, Arizona State University
  • 17. IXL Implementation Fidelity and Impact on Student Learning (Poster 17) – Xiaozhu An, IXL Learning; Bozhidar M. Bashkov, IXL Learning; Christina C Schonberg, IXL Learning
  • 18. Lessons From Parents’ Perspectives on K–12 Online Remote Instruction During COVID-19: A Revised Curriculum Framework (Poster 18) – Jing Lei, Syracuse University; Yang Liu, Syracuse University; Zeenar Salim, Syracuse University; Qiu Wang, Syracuse University
  • 19. Relationship Between Learners’ Experience and Diagnostic Accuracy in Simulations: Insights From Medical and Teacher Education (Poster 19) – Olga Chernikova, Ludwig Maximilian University Munich; Matthias Stadler, Ludwig-Maximilians-Universität München; Daniel Sommerhoff, Leibniz Institute for Science and Mathematics Education; Christian Schons, Technical University of Munich; Nicole Heitzmann, University of Munich; Doris Holzberger, Goethe University; Tina Seidel, Technical University of Munich; Constanze Richters, Ludwig-Maximilians-Universität München; Amadeus Jonathan Pickal, University of Hildesheim; Christof Wecker, University of Munich; Michael Nickl, Technical University of Munich; Elias Codreanu, Technical University of Munich; Stefan Ufer, University of Munich; Stephanie Kron, University of Munich; Caroline Charlotte Corves, Ludwig-Maximilians-Universität München; Martin Richard Fischer, Clinics LMU Munich; Frank Fischer, Ludwig-Maximilians-Universität München

 

Friday, April 22, 2022

 

School Choice and Questions of Equity

Fri, April 22, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), SIG Virtual Rooms, SIG-Charters & School Choice Virtual Paper Session RoomSession Type: Paper Session

Sub Unit

  • SIG-Charters & School Choice

Chair

  • Margarita Landeros, Green Dot Public Schools

Papers

  • Moving the Needle on Desegregation: Performance Outcomes and Implementation Lessons From Diverse-by-Design Charter Schools – Sarah A. Cordes, Temple University; Joanna R. Smith, University of Auckland; Priscilla Wohlstetter, Teachers College, Columbia University
  • Do Cyber Charters Segregate or Integrate? Evidence From a Large Education Management Organization – Ian Kingsbury, Stride K12
  • Moving Schools: Charter School Relocation and Community Demographics in New Orleans – Brian Robert Beabout, The University of New Orleans; Lynn Walters-Rauenhorst, The University of New Orleans; Kayla Brigs, The University of New Orleans
  • A Critical Race Interview Study: Reflections of Former Charter School Administrators on the Pushout Phenomenon – Ruqayyah Perkins-Williams, University of Illinois at Urbana-Champaign
  • The Illusion of Choice and the Myth of Competition in the Education Marketplace – Sylvia Mac, University of La Verne

Discussant

  • Dana Thompson Dorsey, University of South Florida – Tampa

 

Spirituality in Education: Becoming an Awakened School

Fri, April 22, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), Marriott Marquis San Diego Marina, Floor: South Building, Level 3, Mission HillsSession Type: Symposium

Abstract

Each person is born a spiritual being (Miller, 2015). While there is an understanding that success and well-being require a “whole-child” approach to education, often this does not include support for the child’s innate capacity for spirituality (Authors, 2021). Through extensive qualitative research, we identified how schools intentionally design an awakened school culture which supports students’ innate spirituality. This research with “awakened schools” provided a blueprint for other schools to redesign their cultures to cultivate the inner core of each student. During this session, researchers, heads of schools, and teachers who were part of our study will discuss our research questions, research design, initial findings, and ways in which spirituality is supported in public and private schools.

Sub Unit

  • SIG-Spirituality & Education

Chair

  • Amy Lynn Chapman, Teachers College, Columbia University

Papers

  • Living Our Core Values: Respect, Integrity, Service, Stewardship of the Natural World, and Curiosity – Cameron Hardy, Millbrook School
  • The Power of the Circle in Creating a Spiritually Supportive School Culture – Renee Owen, Southern Oregon University
  • Fostering Spiritual and Ethical Identities Through Civic Engagement and Nature in a K–8 School – Daniel Glass, Brandeis School of San Francisco
  • Public Schools, Spirituality, and Leadership – David Bellard
  • Spiritually Supportive Online Pedagogy: Awakened Virtual Schools – Julian Bull, Campbell Hall
  • Starting Our Spiritual Journey: Community and Belonging – Robert MacraeJames McGuire, Louisville Collegiate

 

Research and Practice in Catholic Education (Table 11)

  • In Event: AERA Roundtable Session 6

Fri, April 22, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), San Diego Convention Center, Exhibit Hall BSession Type: Roundtable Session

Sub Unit

  • SIG-Catholic Education

Chair

  • Anthony Dominick Miserandino, Fordham University

Papers

  • A Semester of Service-Learning and Catholic Social Teaching in Philadelphia – Michelle M. Ohanian, Mount St. Mary’s University
  • Examining the Status of Diversity, Equity, and Inclusion in U.S. Catholic Colleges and Universities – Edward Garcia Fierros, Villanova University
  • Discipline in Early Childhood: Perspectives on Suspension and Expulsion – Courtney O’Grady, University of Illinois at Urbana-Champaign; Michaelene Ostrosky, University of Illinois at Urbana-Champaign
  • The Impact of COVID-19 on Teacher Practice: Before, During, and Now – Kierstin M Giunco, Boston College; Audrey Anne Friedman, Boston College; Myra Rosen-Reynoso, Boston College; Cristina Joan Hunter, Boston College; Charles Tower Cownie, Boston College
  • Navigating the Hidden Curriculum During COVID-19: How Parents Experienced School Expectations During Remote Learning – Julie W. Dallavis, University of Notre Dame

Discussant

  • Antuanette Marie Mester, St Augustine

 

Developing and Sustaining Strong Online Learning Programs

Fri, April 22, 4:15 to 5:45pm PDT (4:15 to 5:45pm PDT), SIG Virtual Rooms, SIG-Online Teaching and Learning Virtual Paper Session RoomSession Type: Paper Session

Abstract

Learning online requires strong collaborative networks and administrative support. These papers highlight research on leading efforts to build and maintaining learning that is delivered online.

Sub Unit

  • SIG-Online Teaching and Learning

Chair

  • Cameron Sublett, WestEd

Papers

  • Digital Learning Collaborative: Evaluating the Learning Transfer of a Collaborative Online Course Development Program – Christie Nicholas, University of South Florida; Sanghoon Park, University of South Florida
  • Leading Virtual Schools: Unique Challenges and Preparation Needs of Virtual School Principals – Linda R. Vogel, University of Northern Colorado; Jacob Daniel Skousen, University of Nevada – Las Vegas
  • Online + International: How Virtual International Programs Can Foster Global Learning in Online Classrooms – Elizabeth Niehaus, University of Nebraska – Lincoln; Angela Bryan, University of Nebraska – Lincoln; Ashley Light, University of Nebraska – Lincoln; Gudrun Nyunt, Northern Illinois University
  • Performing Arts in the Digital Space: Handling Uncertainty by Reshaping Expectations and Seizing Opportunities – Nickolina Yankova, University of California – Irvine; Maggie Dahn, University of California – Irvine; Kylie A. Peppler, University of California – Irvine; Jenny Lee, Chicago Arts Partnerships in Education; AmBer Montgomery, Chicago Arts Partnerships in Education; Scott Sikkema, Chicago Arts Partnerships in Education; Joseph Spilberg, Chicago Arts Partnerships in Education; Teju Adesida, Chicago Arts Partnerships in Education
  • Schools’ Readiness for Online Education: Using PISA 2018 U.S. Results – Jeeyoung Min, Korea University, Sejong; Young S. Seo, Roswell Park Comprehensive Cancer Center

Discussant

  • Patricia Marybelle Davies, Prince Mohammad Bin Fahd University

 

Saturday, April 23, 2022

 

Rethinking “Learning Loss”: Family, Community, and Educator Perspectives on Equity and Learning During COVID-19

Sat, April 23, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), Marriott Marquis San Diego Marina, Floor: North Building, Lobby Level, Marriott Grand Ballroom 12Session Type: Symposium

Abstract

This symposium critically examines “learning loss” narratives through research on what the pandemic has meant for families, students, communities, and educators; how these groups understand learning, justice, and loss during this tumultuous time; and how these understandings have shaped and been shaped by their everyday lives and their responses to rapidly evolving education policy. Using diverse methodological and theoretical approaches, participants explore the perspectives and experiences of families, communities, and educators, particularly those from minoritized groups, and reveal the challenges, opportunities, and changes to the status quo that may have occurred during the pandemic. Our discussion will illuminate ways we might cultivate equitable education systems in light of what has been lost and gained amidst the global pandemic.

Sub Unit

  • Division G – Social Context of Education / Division G – Section 4: Policies, Mattering, and Praxis

Chairs

  • Alexandra J. Freidus, University of Connecticut
  • Erica Owyang Turner, University of Wisconsin – Madison

Papers

  • Contested Justice: Rethinking Educational Equity Through New York City’s COVID-19 School Reopening Debates – Alexandra J. Freidus, University of Connecticut; Erica Owyang Turner, University of Wisconsin – Madison
  • Educational Risks Versus Health Risks: Family Decisions About Special Education Services During COVID-19 – Rachel Elizabeth Fish, New York University; Alexandra J. Freidus, University of Connecticut; Erica Owyang Turner, University of Wisconsin – Madison
  • Black Families Homeschooling in the COVID-19 Pandemic – Rachel A Johnson, University of Wisconsin – Madison
  • Insights From Black, Indigenous, and People of Color Mothers and Community-Based Educators on Loss and Learning During the COVID-19 Pandemic – Erica Owyang Turner, University of Wisconsin – Madison; Linn E. Posey-Maddox, University of Wisconsin – Madison; Amy Hilgendorf, Wisconsin Department of Children and Families
  • From Schooling as Learning to Cultivating Systems of Relational Thriving – Maxine McKinney de Royston, University of Wisconsin – Madison; Shirin Vossoughi, Northwestern University

Discussant

  • Thea R. Abu El-Haj, Barnard College

 

Research Pedagogy for Social Justice

Sat, April 23, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), Manchester Grand Hyatt, Floor: 3rd Level, Seaport Tower, Cortez Hill CSession Type: Paper Session

Sub Unit

  • SIG-Urban Learning, Teaching, and Research

Chair

  • Judy Jackson May, Bowling Green State University

Papers

  • Creative Research and Arts Pedagogy for Social Justice – Dana E. Wright, Mills College
  • The Racial School Climate Gap in Urban Public Schools – Adam Voight, Cleveland State University; Alexandrea R. Golden, Cleveland State University; Sinéad O’Neill GibsonXiaona Jin, Cleveland State University
  • “To Know There’s Other Indigenous People in Your School Is Nice”: Urban Indigenous Civic Identity – Rachel Talbert, Teachers College, Columbia University
  • Middle-Class African American Parents’ Aspirations for Rigor and Reading Curriculum During the Pandemic Era in Detroit Schools – Kirsten D. Hill, University of Michigan – Dearborn
  • Using PhotoVoice to Engage Students in Discussions About Self-Identity, Urban Schools, and Communities – Shamaine Bertrand, The College of New Jersey; Kisha M Porcher, University of Delaware

Discussant

  • Annie Le, Stanford University

 

Leaving Traditional Schools: Exploring Reasons for Choosing Virtual Learning and Student Outcomes

Sat, April 23, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), SIG Virtual Rooms, SIG-Charters & School Choice Virtual Roundtable Session RoomSession Type: Roundtable Session

Sub Unit

  • SIG-Charters & School Choice

Chair

  • David T. Marshall, Auburn University

Papers

  • Is Bullying Pushing Nonbinary Students Out of Physical Schools? – Robert A. Maranto, University of Arkansas; Dennis E. Beck, University of Arkansas at Fayetteville; Bich T. Tran, University of Arkansas; Thomas A. Clark, Clark Consulting
  • Leaving Traditional Schools for Virtual Schools: Exploring Pandemic-Influenced Parent Reasons – Mary Lynne Derrington, The University of Tennessee; Jeana Partin, The University of Tennessee – Knoxville
  • Impact of Online Learning and Students’ Personal Factors on Students’ NWEA Scores – Alpaslan Sahin, Harmony Public Schools; Stephanie Coleman, University of Houston – Downtown; Aziz Koyuncu, Texas Tech University

 

Empowering Online Teachers to Build Capacity for Learning Success

Sat, April 23, 9:45 to 11:15am PDT (9:45 to 11:15am PDT), SIG Virtual Rooms, SIG-Online Teaching and Learning Virtual Roundtable Session RoomSession Type: Roundtable Session

Abstract

The papers in this session focus on the value of teaching and the importance of informing teacher decision-making.

Sub Unit

  • SIG-Online Teaching and Learning

Chair

  • David Tai, University of South Florida

Papers

  • Social Justice Understanding From Online Teachers’ Perspectives: A Pilot Qualitative Case Study – Ting Huang, College of William and Mary; Shiyi Shen, University of Rochester
  • Teachers’ Self-Directed Online Learning Strategies and Experiences: A Longitudinal Study – Pamela Beach, Queen’s University; Elena Favret, Queen’s University – Kingston; Alexandra MinukRhonda Lynne Martinussen, OISE/University of Toronto
  • The Digital Teachers Project: A Step Toward Empowering Teachers for More Equitable Education – Goknur Kaplan Akilli, The Pennsylvania State University; Kursat Cagiltay, Middle East Technical University; Ayse Gul KARA AYDEMIR, Akdeniz University; Berkan Celik, Middle East Technical University; Yeliz Tunga
  • The Development of Scholar-Practitioners in an Online Doctor of Education Program – John C. Gillham, The University of Findlay; Nicole V. Williams, The University of Findlay
  • Emergency Education: Examining the Impact of Synchronous Offerings During COVID-19 Online Learning – Allison Macey Banzon, University of Central Florida

Discussant

  • Shihua Chen Brazill, Montana State University

 

Situating the COVID Educational Response Across Contexts and Stakeholders (Table 8)

  • In Event: AERA Roundtable Session 11

Sat, April 23, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), San Diego Convention Center, Exhibit Hall BSession Type: Roundtable Session

Sub Unit

  • Division L – Educational Policies and Politics / Division L – Section 3: Curriculum and Instruction

Papers

  • COVID Learning Loss: A Meta-Analysis – Nathan Storey, Johns Hopkins University; Qiyang Zhang, Johns Hopkins University
  • English Language Learner (ELL) Parent and Teacher Perspectives on Education Policy and Equitable Education for ELL Students in a COVID Context – Alexander W. Wiseman, Texas Tech University; Guadalupe Bright, Texas Tech University
  • Enacting Online Instruction Policies During Crisis: Teachers, Equity, and COVID-19 – Beyhan Farhadi, York University; Sue Winton, York University
  • Finding Opportunity in a Crisis: Generating and Sustaining Will for Educational Technology During Remote Learning – Shani Shalev Bretas, Teachers College, Columbia University; Isabel Linacre, Teachers College, Columbia University; Douglas Ready, Teachers College, Columbia University
  • Situating COVID-19 and Culturally Relevant Pedagogy in a LatCrit Framework: Platicas From Latinx Teachers – Lauren Mena Shook, The University of Texas; Maria Unda, The University of Texas at Austin; Lizeth Lizarraga, The University of Texas at Austin

 

Learning From COVID-19 About Remote Teaching and Beyond

Sat, April 23, 4:15 to 5:45pm PDT (4:15 to 5:45pm PDT), SIG Virtual Rooms, SIG-Online Teaching and Learning Virtual Roundtable Session RoomSession Type: Roundtable Session

Abstract

The COVID-19 pandemic brought new attention to emergency forms of online learning. The papers in this session are based on research on this topic.

Sub Unit

  • SIG-Online Teaching and Learning

Chair

  • Lei Chen, Shaanxi Normal University

Papers

  • Affordances and Constraints of Online Museum Experiences for Family Learning During the COVID-19 Pandemic – Catherine Louise Dornfeld Tissenbaum, University of Illinois at Urbana-Champaign; McKenna Lane, University of Illinois at Urbana-Champaign
  • Online Teaching and Learning During COVID-19: Findings From a Global Survey – Michał B. Paradowski, University of Warsaw; Magdalena Jelińska, University of Warsaw; Ekaterina Sudina, Northern Arizona University; Andrzej Jarynowski, Interdisciplinary Research Institute in Wrocław
  • Students’ Perceived Support and Motivational Impact by the Transition to Online Learning During the COVID-19 Pandemic – Yingying Zhao, Texas A&M University – College Station; Annie Yixun Li, University of Maryland – College Park; Daniel Choi, Texas A&M University – College Station; Merlyn JosephKathrin Dunlap
  • “Suspending Classes Without Pausing for Learning”: What Do Chinese Secondary Teachers Think About Remote Learning Following the Pandemic? – Lei Chen, Shaanxi Normal University; Huijing Wen, Moravian University
  • Teaching Social Justice Online: College Teacher Experiences, Trends in Pedagogical Practices, and Recommendations – Alicen Morley, Iowa State University; Amanda R. Baker, Massachusetts Institute of Technology; Erin Doran, Iowa State University

 

Sunday, April 24, 2022

 

Innovative Classroom Observational Studies in Grades K–6 (Table 8)

  • In Event: AERA Roundtable Session 12

Sun, April 24, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), San Diego Convention Center, Exhibit Hall BSession Type: Roundtable Session

Sub Unit

  • SIG-Classroom Observation

Chair

  • Jennifer D. Moss, Emporia State University

Papers

  • Examining STEM Classrooms Through a Virtual Classroom Observation Protocol During COVID-19 – Karen McIntush, Texas A&M University – College Station; Kim Boddie Wright, Texas A&M University – College Station; Hersh C. Waxman, Texas A&M University – College Station
  • Exploring Writing Instructional Practices, Teacher Beliefs, and Student Writing Outcomes: A Classroom Observation Study – Katherine Landau Wright, Boise State University; Sherry Dismuke, Boise State University; Jadelyn A Abbott, Boise State University; Tracey S. Hodges, University of Alabama; Peter Boedeker, Boise State University
  • “To Act or Not to Act”: A Qualitative Case Study in an Elementary Classroom – Olga Gould, Eastern New Mexico University

 

Perspectives on COVID-19 and Special and Inclusive Education (Table 25)

  • In Event: AERA Roundtable Session 12

Sun, April 24, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), San Diego Convention Center, Exhibit Hall BSession Type: Roundtable Session

Sub Unit

  • SIG-Special and Inclusive Education Research

Chair

  • Gabriela Walker, National University

Papers

  • Experiences of Students With Intellectual and Developmental Disabilities Before and During COVID-19: A National Survey – Esther Lindström, Lehigh University; Jenny Root, Florida State University; Deidre Paige Gilley, Florida State University; rui chen, Lehigh University
  • Special Education During the COVID-19 Pandemic – Sarah Hurwitz, Indiana University – Bloomington; Blaine Garman-McClaine, Indiana University – Bloomington; Kane Carlock, Indiana University – Bloomington
  • Special Educators’ Experiences Pivoting From Face-to-Face to Virtual During COVID-19: A Phenomenological Study – Jennifer Courduff, Azusa Pacific University; Peter A. Hessling, North Carolina State University; Jean Kiekel, University of St. Thomas
  • “We Missed Teaching Inclusion”: The Perceived Impact of COVID-19 on Inclusive Extracurricular Activities – Margaret Mackin, University of Massachusetts – Boston; Staci Ballard, University of Massachusetts – Boston; Holly Jacobs, University of Massachusetts – Boston; Afrina Rohani, University of Massachusetts – Boston; Key Duckworth, University of Massachusetts – Boston
  • What Have We Learned? Assistive Technology/Augmentative and Alternative Communication Implementation During COVID-19 – Jennifer Courduff, Azusa Pacific University; Amanda J Rockinson-Szapkiw, University of Memphis; HeeKap Lee, Azusa Pacific University; Jessica Herring Watson, University of Central Arkansas

 

The Inequitable Impact of COVID-19 on Education: A Crisis or an Opportunity?

Sun, April 24, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), Marriott Marquis San Diego Marina, Floor: North Building, Lobby Level, Marriott Grand Ballroom 10Session Type: Symposium

Abstract

The disproportionate impact of COVID-19 on communities of color revealed what many educators already knew – educational opportunity is interwoven with wealth and privilege. Schools are facing unprecedented mental health and behavioral concerns as K-12 students are returning to school buildings after stay-at-home orders. Trained to support students’ emotional and academic wellbeing, school counselors are well positioned to lead the response to the pandemic. Yet there is limited research exploring how school counselors have adapted to meet student needs already. The papers in this symposium focus on how school counselors are promoting educational success and mental well-being, incorporating youth participatory action research to make sense of COVID-19 and racial injustice, and utilizing parent and student voice to guide their pandemic response.

Sub Unit

  • Division E – Counseling and Human Development / Division E – Section 1: Counseling

Chair

  • Laura Owen, San Diego State University

Papers

  • Supporting the Educational and Mental Well-Being of Black Families During and Post-COVID-19 – Dana C. Griffin, University of North Carolina – Chapel Hill; Marisa Marraccini, University of North Carolina – Chapel Hill; Meghan Greene, University of North Carolina – Chapel Hill; Maya Hardrick, University of North Carolina – Chapel Hill; Maya Bracy, University of North Carolina – Chapel Hill
  • Infusing Youth Participatory Action Research in School Counselor Preparation Curriculum: Experiential Learning Toward Racial Healing in Schools – Kara Ieva, Rowan University; Ian Levy, Manhattan College; Natalie Edirmanasinghe, Old Dominion University
  • School Counselors’ Experiences During COVID-19: Implications for Future Practice – Diana Camilo, California State University – San Bernardino; Tahani Dari, University of Toledo; Hulya Ermis-Demirta, University of Wisconsin – Stout; Emily Sallee, University of Montana; Nikenji Kamali Clarke , Pennsylvania State System of Higher Education
  • Processing COVID-19 and Racial Injustice Through Hip-Hop Mixtape-Making: A School Counseling Intervention – Ian Levy, Manhattan College; Casey Philip Wong, University of California – Los Angeles
  • COVID and Education: Parent and Students’ Reflections – Laura Owen, San Diego State University; Raeal Moore, Evaluation Data Solutions, LLC; Kimberly HanauerTricia Hodge, San Diego State University; Joyce Zhou-Yile Schnieders, ACT, Inc.

Discussant

  • Renae D Mayes, The University of Arizona

 

Motivation in Education SIG Poster Session: Contextual Factors, Teacher Motivation, and Motivational Interventions (San Diego)

  • In Event: AERA Poster Session 10

Sun, April 24, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), San Diego Convention Center, Floor: Upper Level, Sails PavillionSession Type: Poster Session

Sub Unit

  • SIG-Motivation in Education

Papers

  • 3. Broadening the Understanding of Teachers’ Individual, Class-Directed, and Differentiated Autonomy Support With Bayesian Multilevel Analyses (Poster 3) – Barbara Flunger, Utrecht University; Anouk VerdonschotSteffen ZitzmannLisette Hornstra, University of Amsterdam; Tamara van Gog, Utrecht University
  • 4. Examining Marginalized Students’ Expectancies and Values While on Academic Probation (Poster 4) – Temitope F. Adeoye, Purdue University; Toni Kempler Rogat, Purdue University
  • 5. “I Feel It’s a Mutiny”: Teachers’ Beliefs About Their Students’ Agentic Engagement in Urban High School Science Classrooms (Poster 5) – Jeanette Zambrano, University of Southern California; Erika Alisha Patall, University of Southern California; Alana Aiko Uilani Kennedy, University of Southern California; Crystal Aguilera, University of Southern California; Nicole Marissa Yates, University of Southern California
  • 6. Improving Motivation and Achievement in Community College Math: The Efficacy of a Utility-Value Intervention (Poster 6) – Michelle Francis, University of Virginia; Delaram A. Totonchi, University of Virginia; Megan Moran, University of Virginia; Joshua Davis, University of Virginia; Yoi Tibbetts, University of Virginia; Kenn E. Barron, James Madison University; Chris S. Hulleman, University of Virginia
  • 7. Middle School Students’ Remote Interactions and Their Influence on Academic Motivation During the COVID-19 Pandemic (Poster 7) – Utku Caybas, University of Kentucky; Deniz Seyda Tarim, Ustun Dokmen Academy; Yesim Capa Aydin, Middle East Technical University
  • 8. More Cost, but Better Performance? Unexpected Effects of a Cost-Focused Intervention in College Biology (Poster 8) – Emily Quinn Rosenzweig, University of Georgia; Yuchen Song, University of Georgia – Athens; Shannon Clark, University of Georgia
  • 9. Profiles of Teachers’ Value Beliefs and Costs (Poster 9) – Rachel Part, University of Nevada – Las Vegas; Harsha Perera, University of Nevada – Las Vegas; Brenda Anne Pearson, University of Nevada – Las Vegas; Fae Ung, University of Nevada – Las Vegas; Colleen Priya Narayan, University of Nevada – Las Vegas
  • 10. Quality of Relationships at Work and Psychological Need Satisfaction and Thwarting: Evidence From Three Studies (Poster 10) – Alice Levasseur, Université Laval; Louise Clément, Université Laval; Caterina Mamprin, Université de Moncton
  • 11. Student Responsiveness to Relevance Interventions in Math: Antecedents and Consequences (Poster 11) – Hanna Gaspard, TU Dortmund University; Cora Parrisius, Hector Research Institute of Education Sciences and Psychology, University of Tübingen; Ulrich Trautwein, University of Tubingen; Benjamin Nagengast, University of Tübingen
  • 12. The Emotional Experiences of Preservice Social Studies Teachers Facilitating Discussions on Complex Social Topics (Poster 12) – Joseph Eisman, Temple University; Andrew del Calvo, University of Pennsylvania; Timothy Patterson, Temple University; Avi Kaplan, Temple University; Abby Reisman, University of Pennsylvania
  • 13. University Faculty Motivation for Teaching and Research: A Systematic Literature Review (Poster 13) – Robert H. Stupnisky, University of North Dakota; Chialin Chang, University of North Dakota; Makinde Omojiba, University of North Dakota; Ademola Amida, North Dakota State University; Virginia Clinton-Lisell, University of North Dakota; Michael James Herbert, University of North Dakota; Jordan Jaeger, University of North Dakota; Mojdeh J Mardani, University of North Dakota

 

Monday, April 25, 2022

 

Supporting K–12 Teaching and Learning With Online Resources and Tools

Mon, April 25, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), SIG Virtual Rooms, SIG-Online Teaching and Learning Virtual Paper Session RoomSession Type: Paper Session

Abstract

Preparation and support for K-12 teaching with online resources and tools is a growing area of interest. Supporting K-12 learners is also garnering increasing interest. This session will feature research research about K-12 online teaching and learning. Presentations feature international work as well as work from the United States.

Sub Unit

  • SIG-Online Teaching and Learning

Chair

  • Jacqueline Zweig, Education Development Center, Inc.

Papers

  • Online Teaching in K–12 Education: A Systematic Review – Carla C. Johnson, North Carolina State University; Janet Walton, North Carolina State University; Jennifer Brammer Elliott, North Carolina State University; Lacey Jean Strickler Eppard, University of Toledo
  • Timing of Enrollment and Online Course Completion – Jacqueline Zweig, Education Development Center, Inc.; Erin Stafford, Education Development Center, Inc.
  • A Novel Adoption of Two Online Teaching Self-Evaluation Instruments Among a Public Pre-K–12 Teacher Sample – Virginia Byrne, Morgan State University; Diane Jass Ketelhut, University of Maryland – College Park
  • Factors Influencing Chinese K–12 Teachers’ Intention to Teach Online During the Pandemic – Yu Qing, East China Normal University
  • Homeschooling in Norway During the COVID-19 Pandemic: Unequal Opportunities and Little Digital Innovation – Cecilie Pedersen Dalland, OsloMet – Oslo Metropolitan University; Marte Blikstad-Balas, University of Oslo; Kirsti Klette, University of Oslo; Astrid Roe, University of Oslo

Discussant

  • Mary F. Rice, The University of New Mexico

 

The Promise and Limitations of Parent Pandemic Innovation for K–12 Policy and Practice

Mon, April 25, 11:30am to 1:00pm PDT (11:30am to 1:00pm PDT), Manchester Grand Hyatt, Floor: 3rd Level, Seaport Tower, Cortez Hill ABSession Type: Symposium

Abstract

This panel considers how parents stepped in as educational leaders and shaped their children’s education during the COVID-19 school closures. Throughout the pandemic, many parents and community organizations initiated unique education innovations. However, little research has interrogated what these COVID-19 innovations might mean for K-12 education leadership, policy, and practice going forward. We bring together prominent and emerging scholars who examine parent pandemic solutions across a variety of contexts. Authors draw on varied methodologies and theoretical approaches to investigate these issues. Together, these papers showcase the challenges and opportunities in parent pandemic innovations.

Sub Unit

  • Division A – Administration / Division A – Section 4: School Contexts and Communities

Chair

  • Julie A. Marsh, University of Southern California

Papers

  • A Year Like No Other: Parents’ Pandemic Educational Experiences and Priorities – Tong Tong, University of Southern California; Julie A. Marsh, University of Southern California
  • Reimagining Education: Learning From Black, Indigenous, and People of Color Mothers’ Experiences and Engagement During the Pandemic – Linn E. Posey-Maddox, University of Wisconsin – Madison; Erica Owyang Turner, University of Wisconsin – Madison; Amy Hilgendorf, Wisconsin Department of Children and Families
  • Inequality in Pandemic Times: The Potential and Pitfalls of Learning Pods – DeMarcus A Jenkins, The Pennsylvania State University
  • Fever Dreams: Black Parents Creating Radical Education Imaginaries During COVID-19 – Eupha Jeanne Daramola, University of Southern California

Discussants

  • Ann M. Ishimaru, University of Washington
  • Huriya Jabbar, The University of Texas at Austin

Leave a Comment »

No comments yet.

RSS feed for comments on this post. TrackBack URI

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s

This site uses Akismet to reduce spam. Learn how your comment data is processed.

Blog at WordPress.com.

%d bloggers like this: