Schoolchildren of the COVID-19 Pandemic
Emerald Publishing Limited (Verlag)
978-1-80262-742-8 (ISBN)
The Covid pandemic is still very current and real, with many countries around the world still grappling with how to move forward. While the generation of “Covid children” will remain always as a unique cohort, there is no doubt that the results and repercussions of this most unusual experience will have implications that are far-reaching and of consequence to us all. In the United States, families and society appear to be gradually returning to some semblance of tradition, but the short and long term impact of what we have just collectively experienced, and specifically, what this experience has meant to our children, is yet to be explored or realized.
This timely book explores the many facets for how the Covid-19 pandemic has impacted children in the United States. The authors explore both learning and teaching, and the social and emotional impacts felt by the pandemic. Exploring topics such as online learning, mental health, physical health, family impacts, and with a focus on detailing lessons learned, this volume is vital reading for educators and researchers alike.
Robert J. Ceglie is an Associate Professor of Education at Queens University of Charlotte. His interests include many areas of science education, including under-representation of women and minorities, the achievement gaps in science and math, and persistence and retention of students entering STEM majors. Dixie F. Abernathy is a 30 year veteran educator with a variety of experiences and expertise. She has served as a classroom teacher, an assistant principal at both the elementary and secondary levels, a principal at both the elementary and secondary levels, and as an assistant superintendent of elementary and secondary schools for the Gaston County School System, the ninth largest school system in the state. Currently, she is an Associate Professor at Queens University of Charlotte. Amy W. Thornburg is the Executive Director and Professor in the Cato School of Education, Queens University of Charlotte, USA. She is also the coordinator of the elementary education program and oversees accreditation. Her areas of expertise include student motivation, working with at-risk students, professional development, balanced literacy instruction and teacher development and retention.
Chapter 1. Maslow’s Hierarchy of Needs Applied to Teaching During the COVID-19 Crisis; Helen Gross, Daniel A. Novey, and Jessica J. Triskett
Chapter 2. Black Screen: Bridging the Social and Emotional Void; Patrice D. Petroff and Stacey L. Bush
Chapter 3. Standing at a Crossroad: Re-imagining Social Emotional Learning Considering COVID-19; Lisa M. Liberty
Chapter 4. COVID-19's Impact on Teachers and the Teaching Profession; Robert Ceglie, Ginger Black, and Somer Saunders
Chapter 5. Home Schooling Black Students During the Pandemic; Charity Anderson
Chapter 6. Teacher Perceptions on Parental Engagement During and After Pandemic Online Learning; Amy Wooten Thornburg, David Maddock, Dixie Friend Abernathy, and Daniel W. Eadens
Chapter 7. The Impact of COVID-19 on Schoolchildren in Pakistan: A Review of Literature; Muzammal Ahmad Khan
Chapter 8. School Closures during COVID-19: Impact on Childhood Hunger and Opportunities for Long-Term Solutions; Jennifer J. Guerra and Debra Franco
Chapter 9. Special Education and the Children of COVID-19; Gina Smith and Ann White
Chapter 10: Navigating the Pandemic Whiplash: Leading Through Educational Challenges and Opportunities; Emily Miles and Kellee Cole
| Erscheinungsdatum | 16.08.2022 |
|---|---|
| Verlagsort | Bingley |
| Sprache | englisch |
| Maße | 152 x 229 mm |
| Gewicht | 437 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Didaktik |
| ISBN-10 | 1-80262-742-1 / 1802627421 |
| ISBN-13 | 978-1-80262-742-8 / 9781802627428 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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