Adaptation to Remote Teaching during Spring 2020 amidst COVID-19: Perspectives of Advanced Placement Statistics Teachers

Autor/inn/en	Ober, Teresa M.; Carter, Matthew F.; Coggins, Meghan R.; Filonczuk, Audrey; Kim, Casey; Hong, Maxwell R.; Cheng, Ying
Titel	Adaptation to Remote Teaching during Spring 2020 amidst COVID-19: Perspectives of Advanced Placement Statistics Teachers
Quelle	In: Computers in the Schools, 39 (2022) 4, S.342-372 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0569
DOI	10.1080/07380569.2022.2090764
Schlagwörter	Elementary Secondary Education; Educational Technology; COVID-19; Pandemics; School Closing; Technology Uses in Education; Computer Mediated Communication; Computer Assisted Testing; Online Courses; Barriers; Access to Computers; Teacher Attitudes; Mathematics Education; Statistics Education; Advanced Placement Programs; Teacher Student Relationship; Internet; High School Teachers; Indiana + Suchen Sie Ihr Suchwort? Unterrichtsmedien; School closings; Schule; Schließung; Schließung (von Schulen); Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computerkonferenz; Online course; Online-Kurs; Lehrerverhalten; Mathematische Bildung; Teacher student relationships; Lehrer-Schüler-Beziehung; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende
Abstract	During the Spring 2020 semester, K-12 teachers throughout many parts of the world adapted from face-to-face to online teaching. To better understand these experiences, seven advanced placement (AP) Statistics high school teachers were interviewed following a semi-structured protocol. A collaborative and consensus-driven analysis of transcripts revealed 12 distinct themes. The three most extensively discussed themes appeared to be "assessment" (19.11%), "communication methods" (12.23%), and use of "online instructional approaches" (11.90%). Teachers from schools that did not provide devices to students (i.e., not "one-to-one") tended to report concerns around digital access more frequently (6.87%) and tended to express a more negative sentiment ("Sentiment Mean" = -0.09) than teachers at schools that provided devices (5.69%; Sentiment Mean = 1.35, p < 0.01). These findings highlight issues facing teachers during the transition to remote and online instruction and suggest a need for supporting teachers in developing familiarity with online and remote assessment resources and strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01