Instructional Management for Students With Emotional and Behavioral Disorders in Remote Learning Environments

2021 ◽  
pp. 105345122110018
Author(s):  
Shanna E. Hirsch ◽  
Sara C. McDaniel ◽  
Tamika La Salle ◽  
Alexis C. Walker
Keyword(s):  
Instructional Practices ◽  
School Setting ◽  
The United States ◽  
Social Emotional ◽  
School Suspension ◽  
Building Relationships ◽  
Face To Face ◽  
In School Suspension ◽  
Face To Face Instruction ◽  
Remote Learning

As schools expand access to technology devices and internet connectivity improves throughout the United States, educators can utilize technology for continuity of instruction during school disruptions (e.g., out-of-school suspension, catastrophes, disasters, or illnesses). Remote learning provides students with instruction outside of the physical school setting or outside of the student’s typical classroom (e.g., in-school suspension). Because most guidance and existing instructional practices for remote learning focus on academic domains and face-to-face instruction, this article focuses specifically on leveraging technology for remote learning to support four social, emotional, and behavioral practices: (a) building relationships, (b) establishing expectations, (c) promoting engagement, and (d) making choices. Options are provided for remote instructional practices for synchronous, asynchronous, and hybrid modalities.

Epidemic Response: How to evaluate and respond to evolving and conflicting risk information with a focus on education and clinical environments

2020 ◽  
Vol 64 (1) ◽  
pp. 1732-1735
Author(s):  
Alison G. Vredenburgh ◽  
Rodrigo J. Daly Guris ◽  
Kevin G. Welner ◽  
Sreekanth R. Cheruku
Keyword(s):  
The United States ◽  
Face To Face ◽  
The Public ◽  
Conflicting Information ◽  
The Face ◽  
Clinical Environments ◽  
Face To Face Instruction ◽  
Epidemic Response ◽  
Collaborative Implementation ◽  
Modern Era

By October, we will have learned a great deal about responding to an epidemic or pandemic that has proved to have a level of transmission unprecedented in the modern era. The possible and likely responses include many unknowns. Coordinated and collaborative implementation has been complicated by conflicting information from multiple governments and organizations in several languages. What will we learn about how the United States can improve its ability to respond? How do we develop consistent and accurate warnings and messaging to the public in order to increase compliance regarding a new, and not well understood, epidemic? What factors increase or decrease compliance? How are US education policymakers deciding about face-to-face instruction? How have physicians and hospitals adapted their workflows in the face of uncertainty and supply chain inconsistencies? This panel will include a warnings expert, an expert on education law and policy, and two physicians.

scholarly journals Education, Policy, and Juvenile Delinquents: A Mixed Methods Investigation During COVID-19

2020 ◽  
Vol 10 (1) ◽  
pp. 22
Author(s):  
David C. Coker
Keyword(s):  
Mixed Methods ◽  
Juvenile Delinquents ◽  
School Attendance ◽  
The United States ◽  
Traditional Schools ◽  
Face To Face ◽  
Instrumental Case Study ◽  
Research Findings ◽  
Face To Face Instruction ◽  
The Individual

COVID-19 mitigation efforts resulted in many schools making the transition to online and remote instruction. Juvenile delinquents, as a group, attained lower academic achievement before the pandemic, and little was known how juvenile delinquents’ education fared after schools ceased face-to-face instruction. Using a mixed methods approach, three steps were conducted to analyze the education of juvenile delinquents in the United States: a qualitative literature review, a grounded theory study of teachers’ concerns in traditional schools, and an instrumental case study of juvenile delinquents’ enrollment during COVID-19. Researchers and experts recommended the development of a community online and in remote instruction, but most teachers felt overwhelmed and unable to rise to the challenge. Juvenile delinquents responded by most students disappearing from school attendance rolls. A grand theme, to shift the nature of online learning, is offered based upon the convergence of the research findings. A theory of humanistic schooling online, centered on a community of learners with the dimensions of academics, physical health, social, and attention to the individual, offers to radically transform practices and past recommendations.

Why Choose an Online Course?

2011 ◽  
pp. 332-344
Author(s):  
Lawrence A. Tomei ◽  
April Kwiatkowski ◽  
Lorie Brown ◽  
Lori Pash ◽  
Christine Javery ◽  
...  
Keyword(s):  
United States ◽  
The United States ◽  
Colleges And Universities ◽  
Online Course ◽  
Review Of The Literature ◽  
Independent Colleges ◽  
Teaching Online ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Independent Colleges And Universities

OCICU is the Online Consortium of Independent Colleges and Universities and consists of five provider institutions which are located throughout the United States and Ireland. This consortium is the first of its kind to exist in distance education. The researchers wanted to understand why students choose to take courses through the consortium as well as why students opt for online learning instead of traditional face to face instruction. The research was limited courses that were completed in the Fall 2006, Spring 2007, and Fall 2007. The review of the literature revealed several factors of teaching online that affect why member schools recommend an OCICU course to their students and why these students succeed or fail in an online environment. The response rate of 25% diminishes the ability of this investigation to generalize to this population of 64 institutions.

Why Choose an Online Course?

2010 ◽  
pp. 59-72
Author(s):  
Lawrence A. Tomei ◽  
April Kwiatkowski ◽  
Lorie Brown ◽  
Lori Pash ◽  
Christine Javery ◽  
...  
Keyword(s):  
United States ◽  
The United States ◽  
Colleges And Universities ◽  
Online Course ◽  
Review Of The Literature ◽  
Independent Colleges ◽  
Teaching Online ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Independent Colleges And Universities

OCICU is the Online Consortium of Independent Colleges and Universities and consists of five provider institutions which are located throughout the United States and Ireland. This consortium is the first of its kind to exist in distance education. The researchers wanted to understandwhy students choose to take courses through the consortium as well as why students opt for online learning instead of traditional face to face instruction. The research was limited courses that were completed in the Fall 2006, Spring 2007, and Fall 2007. The review of the literature revealed several factors of teaching online that affect whymember schools recommend an OCICU course to their students and why these students succeed or fail in anonline environment. The response rate of 25% diminishes the ability of this investigation to generalize to this population of 64 institutions.

scholarly journals A Light in Students’ Lives: K-12 Teachers’ Experiences (Re)Building Caring Relationships During Remote Learning

2021 ◽  
Vol 25 (1) ◽  
Author(s):  
Karyn E. Miller
Keyword(s):  
Qualitative Content Analysis ◽  
The United States ◽  
Future Research ◽  
Social Emotional ◽  
Graduate Course ◽  
Comprehensive University ◽  
Caring Relationships ◽  
Authentic Care ◽  
K 12 ◽  
Remote Learning

This study illuminates the experiences of K-12 educators as they strove to (re)build caring relationships with students during the COVID-19 pandemic. The study was conducted during a graduate course for experienced K-12 teachers in the spring of 2020 at a four-year comprehensive university in the United States. Data was collected from reflective learning journals and asynchronous peer discussions, which captured educators’ experiences as they transitioned to remote learning in real-time. Qualitative content analysis was used to identify pertinent themes. Findings suggest that remote learning revealed relationships in need of repair. Educators practiced authentic care and cultivated connectedness by 1) acting as warm demanders, 2) responding to students’ social-emotional needs, and 3) trying to bridge the digital divide. The article concludes with implications for practice and areas for future research as schools, districts, states, and countries consider the “new normal” in K-12 schooling. 

scholarly journals Comparing Jamaican Students Performance With Students In The United States, The Grand Bahamas And The Online Program

2011 ◽  
Vol 1 (2) ◽  
pp. 5 ◽  
Author(s):  
Bahaudin Mujtaba
Keyword(s):  
United States ◽  
Student Performance ◽  
The United States ◽  
Final Exam ◽  
Face To Face ◽  
Significant Difference ◽  
Post Test ◽  
Contact Hours ◽  
Face To Face Instruction ◽  
Online Format

This study documents learning and student performance through objective tests with graduate students in Kingston-Jamaica and compares the final exam results with students taking the same course, the same test, with the same instructor at different sites throughout the United States and in the Nassau cluster, Grand Bahamas. The scores are further compared with students who completed this course and final exam in the online format. The group of Jamaican, Bahamian and students in Tampa completing this course received traditional, face-to-face instruction in a classroom setting, with classes delivered in a weekend format with 32 face-to-face contact hours during the semester. As expected, findings revealed that there was a statistically significant difference (% = .05) in the mean test scores of the pre-test and post-test for this group of students enrolled at the Kingston cluster.Furthermore, the results of final exam comparison with similar groups in the United States and Bahamas showed no significant differences. The comparison of student performance in Kingston with online students is also discussed.Overall, it is concluded that many of the learning outcomes designed to be achieved as a result of the course activities, specifically the final exam, were achieved consistently for students taking this course with the assigned faculty member in Jamaica, the United States and the Grand Bahamas.

A Case Study Examining How Online Andragogy Has Reshaped Expectations for Face-to-Face Instruction

2019 ◽  
pp. 18-35
Author(s):  
Beverly B. Ray
Keyword(s):  
Instructional Practices ◽  
Life Histories ◽  
Research Approach ◽  
Major Theme ◽  
Face To Face ◽  
Learner Centered ◽  
Online Pedagogies ◽  
Face To Face Instruction ◽  
Changing Role

This chapter explores a major theme emerging from a larger case study of higher education faculty's technology life histories. Specifically, key cases, late career faculty drawn from varied fields of academic inquiry, were queried about their changing role with technology across time and place. Using a process of interviews and content analysis, major themes were identified. One major theme, using online andragogy to inform face-to-face (F2F) teaching methods and strategies, emerged across the cases and is presented here using the results from one exemplar. Results provide a sense of how online pedagogies have reshaped expectations about teaching and are being used to inform effective F2F instruction, including specific examples of learner-centered instructional practices. Results reported in this chapter present a fuller picture of the context of changing expectations across time and place within which many faculty find themselves. Implications and limitations of the research approach are explored in the chapter as well.

Estimating the Relationship Between Special Education De-Identification for Emotional Disturbance and Academic and School Discipline Outcomes: Evidence From Wisconsin’s Longitudinal Data

2020 ◽  
Vol 53 (1) ◽  
pp. 83-112
Author(s):  
F. Chris Curran ◽  
Aydin Bal ◽  
Peter Goff ◽  
Nicholas Mitchell
Keyword(s):  
Special Education ◽  
Emotional Disturbance ◽  
Fixed Effects ◽  
School Discipline ◽  
Individualized Education Program ◽  
The United States ◽  
Lower Probability ◽  
School Suspension ◽  
In School Suspension ◽  
The Relationship

Students placed in special education programs for emotional and behavioral disorders with emotional disturbance (ED) identification have academic outcomes that lag both students in regular and special education. This issue is especially important for youth attending urban schools. Although prior research has examined students identified as ED, little research has examined how students who experience de-identification fare with regard to academic or behavioral outcomes. To our knowledge, this is the first study to examine the relationship between ED de-identification and student outcomes in the United States. The study uses longitudinal, administrative data to estimate the relationship between special education de-identification from ED and both academic and school discipline outcomes. Results of regression models with a variety of fixed effects, including student fixed effects, suggest that students who are de-identified have higher academic achievement after de-identification and a lower probability of experiencing an in-school suspension (ISS). Results for out-of-school suspension (OSS) are mixed. The results suggest that appropriately timed exit from special education services for students with ED who have been determined by individualized education program (IEP) teams to be suitable for de-identification is unlikely to harm students academically but that extra attention to OSS may be needed. The results point to the need for more attention to de-identification.

scholarly journals Supporting Teacher Candidates During COVID-19

2020 ◽  
Vol 9 (1) ◽  
pp. 31-40
Author(s):  
Charlene Atkins ◽  
Angela Danley
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Lessons Learned ◽  
Emotional Impact ◽  
Personal Account ◽  
Social Emotional ◽  
Learning And Teaching ◽  
Face To Face ◽  
The Social ◽  
Face To Face Instruction

This article provides the personal account of two professors who reflect on the challenges of teacher education preparation due to COVID-19.  They discuss the swift transition from face to face instruction to virtual learning and teaching including inequities faculty and teacher candidates faced during remote learning, obstacles surrounding state requirements for practicums and certification along with the social emotional impact.  Suggestions for moving forward, based on the lessons learned, include additional supports for teacher candidates. 

K-12 Online Education

2014 ◽  
pp. 385-400 ◽  
Author(s):  
Wayne Journell ◽  
Ben McFadyen ◽  
Marva S. Miller ◽  
Kathryn Kujawski Brown
Keyword(s):  
United States ◽  
Online Learning ◽  
Online Education ◽  
The United States ◽  
Future Research ◽  
Learning Needs ◽  
Face To Face ◽  
Diverse Learning ◽  
Face To Face Instruction ◽  
K 12

It is growing increasingly evident that online learning is the future of K-12 education, both in the United States and the rest of the industrialized world. Improved technology, coupled with the perceived cost-effectiveness of online education, has resulted in growing numbers of states and K-12 school districts embracing “anytime, anywhere” education. Research on K-12 online education, however, has not kept up with its growth. This chapter explores three structural issues that are currently limiting online learning from being a viable alternative to K-12 face-to-face instruction in the United States: inadequate training of online K-12 teachers, issues related to accessibility for students with diverse learning needs, and the importance of structuring courses in a way that responds to the diverse backgrounds of K-12 students. Although this chapter is framed from an American perspective, largely because the vast majority of K-12 online learning occurs in the United States, future research on these issues is essential to K-12 online education in any context.

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