Navigating the Barriers Presented by the COVID-19 Pandemic

2021 ◽  
pp. 44-65
Author(s):  
Colleen Lelli ◽  
Kelly M. Ballard ◽  
Amber Gentile
Keyword(s):  
Instructional Practices ◽  
Vulnerable Populations ◽  
Emotional Health ◽  
Pedagogical Practices ◽  
Educational Policies ◽  
Social Emotional ◽  
Trauma Informed ◽  
On Line ◽  
On Line Learning ◽  
The Impact

As educators and students navigated the changes amid COVID-19 and the switch to on-line learning, there became a critical need to identify and address the challenges experienced by all. This chapter highlights the findings and recommendations of a study that surveyed over 400 educators to gather their perceptions of the barriers presented by COVID-19 and their experiences as they adjusted to educating students during a pandemic. The COVID-19 Educator Impact Survey developed by the researchers focused on educators' perceptions of the impact of COVID-19 on instructional practices, emotional health, and student learning. Innovative practices to create a more equitable education with the intentional inclusion of Trauma Informed Practices and the newly created Guideposts for Trauma Informed Strategies are described. These guideposts can serve as recommendations for stakeholders with the goal of reimagining pedagogical practices and educational policies including trauma informed frameworks related to equity, access, and social-emotional learning skills for vulnerable populations.

scholarly journals Development of an instructional practices scale for business school curricula

2018 ◽  
Vol 12 (1) ◽  
pp. 416-424
Author(s):  
Daniel Glaser-Segura ◽  
Jennifer Wilson ◽  
Suzanne Mudge
Keyword(s):  
Instructional Practices ◽  
Business School ◽  
Business Students ◽  
Pedagogical Practices ◽  
Guided Learning ◽  
Learning Practices ◽  
Instructional Activities ◽  
Business Curricula ◽  
The Impact ◽  
School Curricula

Abstract As reflective educators, we seek to use instructional practices offering the greatest benefit to our students. Such benefits are easily seen and understood by the professor, but less often are clearly recognized by the students. To fully evaluate the impact of various activities on students, it is essential to explore the pedagogical practices they engage in, both within, and outside of the classroom. The purpose of this study was to develop an instrument to measure the variety of instructional activities used int eh business curricula. The instrument that will be described in this session contains thirteen scales drawn from a total of 58 developed items. The survey gathered responses from 189 business students from four US-based universities: two state-supported (public) and two private. Based on Varimax factor analysis rotation, the scales were left intact. All 58 items aligned on the thirteen scales as predicted. Using Cronbach's Alpha, the reliability of the thirteen scales was supported: all Alpha’s measured above .83. The focus of this study is to validate the instructional groupings. The instrument will also serve to measure the delivery of classroom and institutional-guided learning practices for sound instructional practice.

scholarly journals Factors influencing a physical education teacher’s pedagogical games practices with pupils experiencing social, emotional and mental health issues

2019 ◽  
Vol 26 (2) ◽  
pp. 305-321
Author(s):  
Nick O’Leary ◽  
Carl Longmore ◽  
Richard Medcalf
Keyword(s):  
Mental Health ◽  
Physical Education ◽  
Social Behaviour ◽  
Pedagogical Practices ◽  
Learning Approaches ◽  
Health Issues ◽  
Social Emotional ◽  
High Performing ◽  
Mental Health Issues ◽  
The Impact

Recognizing the limited research examining physical education teachers’ pedagogical practices for pupils experiencing social, emotional and behavioural issues, this case study sought to examine how a male teacher with a high performing sports background taught games to such pupils and identify those factors that led to such practices. Occupational socialization was used to explore how childhood experiences of physical education and high performance sport, higher education and the workplace influenced his teaching and learning approaches in a special school setting. Data were collected by conducting three semi-structured interviews, eight videoed lesson observations and a self-reflective journal. Inductive data analysis identified that the twin aims of developing life skills and transferability of such skills beyond physical education were said to be achieved by developing pupils’ emotional resilience and encouraging appropriate social behaviour. The influence of the teacher’s family, his high performing sporting background, the needs of the pupils and the school’s policies impacted on developing such resilience and social behaviour. Two suggestions are offered as a result of these findings. Firstly, prior examination of childhood values should be undertaken for those wishing to teach physical education to pupils experiencing social, emotional and mental health issues. Secondly, given this study contradicts research findings that teachers with high performing sport backgrounds emphasize the development of pupils’ practical performance, research examining the impact of such sportspersons on physical education pedagogy in different educational settings appears warranted.

scholarly journals An evaluation of environmental constraints for biologically constrained development of gaze control on an iCub robot

2012 ◽  
Vol 3 (3) ◽  
Author(s):  
Patricia Shaw ◽  
James Law ◽  
Mark Lee
Keyword(s):  
Learning Strategies ◽  
Humanoid Robots ◽  
Sensorimotor Learning ◽  
Environmental Constraints ◽  
Gaze Control ◽  
Developmental Learning ◽  
On Line ◽  
Sensorimotor Systems ◽  
On Line Learning ◽  
The Impact

AbstractGaze control requires the coordination of movements of both eyes and head to fixate on a target. Using our biologically constrained architecture for gaze control we show how the relationships between the coupled sensorimotor systems can be learnt autonomously from scratch, allowing for adaptation as the system grows or changes. Infant studies suggest developmental learning strategies, which can be applied to sensorimotor learning in humanoid robots. We examine environmental constraints for the learning of eye and head coupled mappings, and give results from implementations on an iCub robot. The results show the impact of these constraints and how they can be overcome to benefit the development of fast, cumulative, on-line learning of coupled sensorimotor systems.

scholarly journals An analysis of the impact of school closings on gifted services: Recommendations for meeting gifted students’ needs in a post-COVID-19 world

2021 ◽  
pp. 026142942110542
Author(s):  
Charlton Wolfgang ◽  
Daniel Snyderman
Keyword(s):  
School Districts ◽  
Emotional Health ◽  
Gifted Students ◽  
Emotional Needs ◽  
Social Emotional ◽  
Qualitative Research Study ◽  
School Closings ◽  
Teachers And Parents ◽  
The Impact ◽  
Depth Interviews

Gifted support services were directly impacted by the COVID-19 shutdown in Spring 2020. This qualitative research study consisting of parents ( n = 110) and gifted support teachers ( n = 53) explored the impact on gifted students’ services and instruction. Utilizing surveys, open-ended response questions, and in-depth interviews, teachers and parents shared their thoughts and perceptions about challenge, enrichment, and students’ social-emotional health throughout the shutdown. Data analysis found that gifted services were directly impacted by the COVID-19 shutdown and parents and teachers shared that challenge and enrichment were lacking. However, data collected also showed that there is much potential to meet students’ academic and social-emotional needs virtually. Utilizing the data collected, a model was created to help teachers, parents, and school districts provide challenge, enrichment, and acceleration, as well as address social-emotional concerns in a virtual environment.

scholarly journals Children’s perspectives on the impact of the Hazelwood mine fire and subsequent smoke event

2018 ◽  
Author(s):  
Emily Berger ◽  
Matthew Carroll ◽  
Darryl Maybery
Keyword(s):  
Social Emotional ◽  
Mine Fire ◽  
Rehabilitation Programs ◽  
The Social ◽  
Recent Developments ◽  
Disaster Preparation ◽  
Trauma Informed ◽  
Pollution Event ◽  
Coal Mine Fire ◽  
The Impact

The perceived impact of disasters among children and adolescents, and their capacity to respond and recover, has not been commonly examined in the literature. This is despite recent developments in trauma-informed practices and response protocols in schools. In this study, children’s and adolescents’ perspectives regarding the impact and complications of the 2014 Hazelwood coal mine fire and associated community-wide pollution event were investigated. A total of 69 young people were interviewed at their schools, with comments revealing that the smoke and the resultant response of schools, family members and the community, impacted the social, emotional and academic wellbeing of some children, while other children appeared to experience little impact from the event. Some reported awareness of the effects of the event on their parents and community, and demonstrated skills to regulate their emotions and participate in disaster risk reduction efforts. Implications regarding the consequences of the fire and the ensuing circumstances, and recommendations for trauma-informed practices and inclusion of children in disaster preparation, response and rehabilitation programs to reduce their vulnerability are discussed.

Increasing Trauma-Informed Awareness and Practices in Higher Education

2020 ◽  
pp. 17-28
Author(s):  
Kristen Doughty
Keyword(s):  
Higher Education ◽  
Childhood Trauma ◽  
Emotional Health ◽  
Educational Environment ◽  
Traumatic Experiences ◽  
Educational Strategies ◽  
Academic Goals ◽  
Social And Emotional ◽  
Trauma Informed ◽  
The Impact

Traumatic experiences across the lifespan impact an individual's physical, social and emotional health, and cognitive development. The effects of childhood trauma carry into the educational environment and impact the functions necessary to learn and achieve academic goals. There is an increased focus on trauma informed initiatives in various public and healthcare sectors, but these initiatives are lacking in higher education. A foundational understanding of trauma and trauma informed educational practices is necessary in supporting students. This chapter provides an overview of the impact of trauma, what it means to be trauma informed, and outlines trauma informed educational strategies.

scholarly journals Supporting School Engagement and High School Completion Through Trauma-Informed School Counseling

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1986725
Author(s):  
Amanda D. Rumsey ◽  
Amy Milsom
Keyword(s):  
High School ◽  
School Counselors ◽  
School Engagement ◽  
Emotional Health ◽  
High School Completion ◽  
The United States ◽  
Targeted Interventions ◽  
School Completion ◽  
Trauma Informed ◽  
The Impact

Awareness of trauma and the impact it has on children is a growing concern for schools in the United States. Exposure to trauma has been linked to challenges with learning, social/emotional health, and behaviors, all of which can negatively impact school experience and lead to issues with engagement and high school completion. We discuss suggestions for how school counselors can use a trauma-informed approach to implement systemic interventions, targeted interventions, and collaborative partnerships.

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