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COVID-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.
List of contents
Dedication
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
Ro
About the author
David T. Marshall is assistant professor in the College of Education at Auburn University.David Andersen-Rodgers is a professor of political science at California State University, Sacramento. His teaching and research has focused on human security, conflict-induced displacement, foreign policy decision-making, and small arms proliferation.
Summary
COVID-19 and the Classroom presents social science research exploring how schools navigated the disruptive 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.
