The impact of the COVID-19 pandemic on PK-12 education has halted traditional education but has also fostered innovation in distance learning, parental involvement in their children's education, and families' coping mechanisms when forced to "self-quarantine." The educational community is thirsting for strategies, methods, and tools to help with prevention of gaps in the education of youth during this pandemic and in preparation of future global crises. Educational Recovery for PK-12 Education During and After a Pandemic builds awareness of the needs prevalent to the education of PK-12 students effectively during and after the COVID-19 pandemic and provides tools and strategies to assist these students as they grapple with new teaching and learning styles. This book provides timely information to support new modes of teaching and learning during this unprecedented time and fosters traditional methods of education while concurrently respecting guidelines set by the CDC to keep students safe and eliminate gaps in learning. It also benefits the educational community by leading the field in innovative steps to effectively educate PK-12 students so they will continue to be contributing members of society albeit surviving the most devastating epidemic in the last 100 years. Focusing on a wide range of topics such as student mental health, learning gaps, and best teaching practices, this book is ideal for teachers, administrators, district superintendents, counselors, psychologists, social workers, parents, academicians, researchers, and students.

This volume narrates and shares the often-unheard voices of students, parents, and educators during the COVID-19 pandemic. Through close analysis of their lived experiences, the book identifies key patterns, pitfalls, and lessons learnt from pandemic education. Drawing on contributions from all levels of the US education system, the book situates these myriad voices and perspectives within a prismatic theory framework in order to recognise how these views and experiences interconnect. Detailed narrative and phenomenological analysis also call attention to patterns of inequality, reduced social and emotional well-being, pressures on parents, and the role of communication, flexibility, and teacher-led innovation. Chapters are interchanged with interludes that showcase a lyrical and authentic approach to understanding the multiplicity of experience in the text. Providing a valuable contribution to the contemporary field of pandemic education research, this volume will be of interest to researchers, academics, and educators with an interest in the sociology of education, online teaching and eLearning, and those involved with the digitalization of education at all levels. Those more broadly interested in educational research methods and the effects of home-schooling will also benefit.

The COVID-19 pandemic has impacted all schoolchildren across the world. In this book, we explore the impact that this has had on children, parents, teachers, and administrators. Some lessons learned from these experienced are revealed as are ideas for how we can proceed for the betterment of our students.

The Covid pandemic caused changes in education of which we may never know or understand all its repercussions to the public education system. One group of vulnerable students, newcomers from Guatemala and Honduras with limited or interrupted formal education (SLIFE), were negatively affected. Due to the COVID-19 pandemic, one SLIFE program sent its students home in the spring of 2020 to quarantine and did not return to in-person learning again until a year later. The purpose of this quantitative, causal comparative study is to investigate the effects of remote learning during the Covid-19 pandemic on SLIFE students’ education while attending an urban school’s SLIFE program for adolescents in southwest Ohio. The research was a longitudinal design using dependent or paired-samples t tests, comparing SLIFE students’ English and mathematics end of semester grades during face-to-face learning in the first semester of the 2019-2020 school year versus the same SLIFE students’ English and mathematics end of semester grades during remote learning in the first semester of the 2020-2021 school year. A statistically significant difference was found between school years, confirming a decline in SLIFE student achievement while learning remotely during the COVID-19 pandemic. Conclusions and recommendations for future research and practices are included.

The COVID-19 pandemic forced a nationwide shutdown of in-person learning. Remote learning became the new, temporary model of education for students. The intention of this study was to gather teacher perceptions and experiences to understand the potential outcomes of remote learning on students with exceptionalities and their social and emotional learning. The theoretical foundation for this study was derived from four different models. These included the Collaborative for Academic, Social, and Emotional Learning"s (CASEL) Five Competencies model, which focuses on social and emotional learning, and the Universal Design for Learning (UDL) model, which focuses on best practices to engage all learners in their environment. The study also used the substitution, augmentation, modification, and redefinition (SAMR) model and the technological pedagogical content knowledge (TPACK) model that include practices for teaching with technology to enhance learning. The research questions addressed were as follows: what are teachers" perceptions about the social and emotional impacts of remote learning on students with exceptionalities?; how do teachers perceive the impacts of remote learning within the two schools?; and what technology best practices and professional learning do teachers perceive impacted students with exceptionalities? The research design for this qualitative study, encompassed multiple cases that included teacher interviews with a semi-structured interview protocol. The sample for this study consisted of 16 educators: eight elementary general education teachers, three elementary special education teachers, and five elementary related service providers. Interviews were transcribed and coded using grounded theory. The themes that emerged were as follows: students" SEL deficits and exceptions, challenges among stakeholders, and superficial technology knowledge and skills. The data strongly suggest the need for change. Implications and recommendations for schools and districts, teacher preparation programs, and policy makers are presented. For example, teachers should have time to learn SEL curriculum and also to collaborate with colleagues to support one another and share ideas and practices. The findings of this study may help support the reimagining of special education, teacher practices, and how to integrate social and emotional learning into curriculum throughout the day.

And just like that, on March 11th 2020, the university released a startling update informing the campus community that due to the COVID-19 pandemic, in-person instruction would not resume after Spring Break and that all classes would shift immediately to remote instruction. What does remote instruction mean? What happened to these students as a result of the university's sudden transition to technology-enabled and online courses? What was their academic and social experience really like throughout emergency remote learning? Of particular concern to me were first-generation college students who relied upon the university's infrastructure to meet their needs. Consequences associated with reliance on technology, limited access to internet service, lack of parental and community support, and diminished institutional resources raised red flags. This unprecedented educational circumstance prompted by a global pandemic presented a prime research opportunity. As such, I conducted a qualitative research study utilizing the narrative approach to explore their unique and shared educational experiences as first-generation college students relegated to emergency remote learning. Through the development of trends and themes derived from these students' narrative accounts, I provide insight into their profoundly altered educational experience and offer recommendations that promote a high quality virtual learning environment.