A Comparison of Burnout Experienced by Family and Consumer Sciences Teachers With Other Content Teachers During COVID- 19 Remote Teaching

2021 ◽  
Vol 113 (3) ◽  
pp. 27-35
Author(s):  
Tony Durr ◽  
Nicole A. Graves ◽  
Alison Wilson
Keyword(s):  
Social Studies ◽  
Language Arts ◽  
Learning Environments ◽  
Family And Consumer Sciences ◽  
Personal Accomplishment ◽  
Consumer Sciences ◽  
K 12 ◽  
Remote Learning

During the spring of 2020, K-12 schools were turned upside-down. The COVID-19 pandemic essentially forced all schools across the nation to close their doors and move their learning environments online. The switch to remote learning put a great deal of stress and responsibility on teachers at all levels. The content taught by family and consumer sciences (FCS) teachers presented those teachers with unique challenges that differentiated them from other content teachers in programs such as math, language arts, and social studies. With a sample of 97 teachers from Midwestern states, this study found that FCS teachers reported higher levels of depersonalization and lower feelings of personal accomplishment.

scholarly journals When STEM leads to the Rest: A Reflection on STEM as the HUB for Curriculum Integration

2017 ◽  
Vol 1 (2) ◽  
pp. 35-38
Author(s):  
Douglas Price
Keyword(s):  
Social Studies ◽  
Language Arts ◽  
Curriculum Integration ◽  
Journal Article ◽  
Content Delivery ◽  
Focal Points ◽  
Content Areas ◽  
The Arts ◽  
Subject Areas ◽  
K 12

Within this journal article, I seek to promote K-12 educators to think consciously and cognitively of their subject areas on how STEM can be initiator of content-delivery. STEM is still fresh within the confines of the traditional K-12 education field, and many are seeking to understand its relation to the real world as well as other subject areas. Within this article, I seek to prove how STEM steeps itself throughout three other content areas often separated: Language Arts, Social Studies, and the Arts. If we as educators as to enhance and entice our students to think intrinsically and deeply about their learning, it is important that we search to understand how STEM can derive to and from these inherent content focal points.

A Framework for Defining and Evaluating Technology Integration in the Instruction of Real-World Skills

2016 ◽  
pp. 137-162 ◽  
Author(s):  
J. Christine Harmes ◽  
James L. Welsh ◽  
Roy J. Winkelman
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Social Studies ◽  
Focus Groups ◽  
Language Arts ◽  
Real World ◽  
Language Arts Classrooms ◽  
K 12 ◽  
Instructional Settings ◽  
Technology Specialists

The Technology Integration Matrix (TIM) was created to provide a resource for evaluating technology integration in K-12 instructional settings, and as a tool for helping to target teacher-related professional development. The TIM is comprised of 5 characteristics of meaningful learning (Active, Constructive, Authentic, Collaborative, and Goal-Directed) and 5 levels (Entry, Adoption, Adaptation, Infusion, and Transformation), resulting in 25 cells. Within each cell, descriptions are provided, along with video sample lessons from actual math, science, social studies, and language arts classrooms that illustrate a characteristic at the indicated level. Throughout development, focus groups and interviews were conducted with in-service teachers and technology specialists to validate the progression of characteristics and descriptive components.

Intersections of Micro-Level Contextual Factors and Technological Pedagogical Knowledge

2021 ◽  
pp. 170-193
Author(s):  
Meredith J. C. Swallow ◽  
Mia L. Morrison
Keyword(s):  
Learning Environments ◽  
Teacher Development ◽  
Pedagogical Knowledge ◽  
Traditional Schools ◽  
Grade Levels ◽  
Subject Areas ◽  
Micro Level ◽  
K 12 ◽  
The Impact ◽  
Remote Learning

Context is an essential component of educator knowledge development and practice. When K-12 learning environments shifted from traditional schools and classrooms to remote learning, teacher knowledge of context was challenged as students were situated in varied and unpredictable settings. In this chapter, researchers examine the ways in which purposeful attention to technological pedagogical knowledge in teacher development and practice can influence the impact of fluctuations in micro level teaching contexts in remote learning environments. To provide direction in enhancing knowledge across contexts, the authors focus on the cross curricular learning skills of critical thinking, communication, collaboration, and creativity. Particular attention is given to learning activities that can span across contexts, grade levels, and subject areas.

scholarly journals Pedagogical Transformation Models in Schools in Nepal during the Global Pandemic

2020 ◽  
Vol 5 (S2) ◽  
pp. 100-104
Author(s):  
Yadu Prasad Gyawali
Keyword(s):  
Social Studies ◽  
Language Arts ◽  
Educational Institutions ◽  
Transformation Models ◽  
Global Pandemic ◽  
Rural Settings ◽  
Teaching Learning ◽  
K 12 ◽  
Alternative Pedagogies

This essay reviews the emergency teaching-learning pedagogy in K-12 schools of Nepal during the COVID-19 global pandemic. It discusses three models (unidirectional, e-participatory, and mobile teaching) as alternative pedagogies of Nepalese educational institutions to continue teaching-learning for different disciplines such as language, arts, and social studies. Moreover, the essay discusses the appropriateness of each model for teaching-learning in urban, semi-urban, and rural settings in Nepal.

Interdisciplinary Curriculum in K-12 Schools

2017 ◽  
pp. 125-143
Keyword(s):  
Social Studies ◽  
Language Arts ◽  
Content Knowledge ◽  
High Stakes Testing ◽  
Community Members ◽  
Interdisciplinary Curriculum ◽  
High Stakes ◽  
Grade Levels ◽  
The Arts ◽  
K 12

Creating a multidisciplinary curriculum may be challenging for some teachers due to a variety in grade levels, subjects taught, time allowed or devoted per subject or course, and class size combined with the emphasis on high stakes testing and content knowledge in other subjects. However, since all teachers have the potential to create integrated STREAMSS (science, technology, reading-writing/language arts, engineering, the arts, mathematics, and social studies) lessons, teachers may find the assistance they need by collaborating with teacher colleagues, connecting with parents and community members, and exploring available resources. A simplified “how to” list on creating a multidisciplinary lesson and examples of how STREAMSS concepts could be intertwined within and among topics is provided in this chapter.

A Framework for Defining and Evaluating Technology Integration in the Instruction of Real-World Skills

2016 ◽  
pp. 494-521
Author(s):  
J. Christine Harmes ◽  
James L. Welsh ◽  
Roy J. Winkelman
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Social Studies ◽  
Focus Groups ◽  
Language Arts ◽  
Real World ◽  
Language Arts Classrooms ◽  
K 12 ◽  
Instructional Settings ◽  
Technology Specialists

The Technology Integration Matrix (TIM) was created to provide a resource for evaluating technology integration in K-12 instructional settings, and as a tool for helping to target teacher-related professional development. The TIM is comprised of 5 characteristics of meaningful learning (Active, Constructive, Authentic, Collaborative, and Goal-Directed) and 5 levels (Entry, Adoption, Adaptation, Infusion, and Transformation), resulting in 25 cells. Within each cell, descriptions are provided, along with video sample lessons from actual math, science, social studies, and language arts classrooms that illustrate a characteristic at the indicated level. Throughout development, focus groups and interviews were conducted with in-service teachers and technology specialists to validate the progression of characteristics and descriptive components.

A Framework for Defining and Evaluating Technology Integration in the Instruction of Real-World Skills

2016 ◽  
pp. 481-506
Author(s):  
J. Christine Harmes ◽  
James L. Welsh ◽  
Roy J. Winkelman
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Social Studies ◽  
Focus Groups ◽  
Language Arts ◽  
Real World ◽  
Language Arts Classrooms ◽  
K 12 ◽  
Instructional Settings ◽  
Technology Specialists

The Technology Integration Matrix (TIM) was created to provide a resource for evaluating technology integration in K-12 instructional settings, and as a tool for helping to target teacher-related professional development. The TIM is comprised of 5 characteristics of meaningful learning (Active, Constructive, Authentic, Collaborative, and Goal-Directed) and 5 levels (Entry, Adoption, Adaptation, Infusion, and Transformation), resulting in 25 cells. Within each cell, descriptions are provided, along with video sample lessons from actual math, science, social studies, and language arts classrooms that illustrate a characteristic at the indicated level. Throughout development, focus groups and interviews were conducted with in-service teachers and technology specialists to validate the progression of characteristics and descriptive components.

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