Responding to Crisis: A Multiple Case Study of District Approaches for Supporting Student Learning in the COVID-19 Pandemic

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Administration Quarterly Pub Date : 2024-08-22 DOI:10.1177/0013161x241271317
Ayesha K. Hashim, Hayley Weddle, Ogechi N. Irondi
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Abstract

Purpose: Prior research shows wide variation in student learning across contexts during the COVID-19 pandemic, but less is known about why such variation occurred or how particular response approaches may help districts navigate future crises. Research methods: Drawing on crisis leadership and organizational theory, we conducted a multiple case study of pandemic response across five school districts in Michigan that performed better-than-predicted on benchmark assessments during the 2020–21 school year. We interviewed 46 district, school, and teacher leaders across district cases and analyzed data using comparative case study methods. Findings: We find that local leaders relied on existing resources such as staff-student relationships, school-family relationships, and curricula and instructional models to address foundational needs stemming from the pandemic. These resources were part of each district's distinct approach to supporting student learning prior to the pandemic and provided a reliable path forward amidst ongoing uncertainty and disruption. When previous approaches were not aligned to external demands, local leaders leveraged staff expertise, staff collaboration, and school-family relationships to develop new teaching and learning approaches. In-person and hybrid districts adapted to create safe in-person learning environments, while remote and hybrid districts adapted to use technology to engage students in distanced learning and personalized academic support. Implications: Our findings shed light on pandemic response approaches that other districts can adopt in future crises and resources that need to be cultivated and distributed across districts to support crisis response. We contribute new insights on the interplay between leadership and organizational capacity during crisis response.
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应对危机:在 COVID-19 大流行中支持学生学习的地区方法的多重案例研究
研究目的:先前的研究表明,在 COVID-19 大流行期间,不同环境下的学生学习情况存在很大差异,但对于为何会出现这种差异,以及特定的应对方法可如何帮助各地区应对未来的危机,却知之甚少。研究方法:借鉴危机领导力和组织理论,我们对密歇根州五个学区的大流行应对措施进行了多案例研究,这些学区在 2020-21 学年的基准评估中表现优于预期。我们对各学区案例中的 46 位学区、学校和教师领导进行了访谈,并采用比较案例研究法对数据进行了分析。研究结果:我们发现,当地领导依靠现有资源,如师生关系、学校-家庭关系、课程和教学模式,来满足大流行病带来的基础需求。这些资源是每个地区在大流行之前支持学生学习的独特方法的一部分,并在持续的不确定性和混乱中提供了可靠的前进道路。当以前的方法无法满足外部需求时,当地领导利用员工的专业知识、员工之间的合作以及学校与家庭之间的关系来开发新的教学方法。亲临现场教学区和混合教学区通过调整创造了安全的亲临现场学习环境,而偏远教学区和混合教学区则通过调整利用技术让学生参与远程学习和个性化学术支持。影响:我们的研究结果阐明了其他地区在未来危机中可以采用的大流行病应对方法,以及各地区需要培养和分配的资源,以支持危机应对。我们对危机应对期间领导力和组织能力之间的相互作用提出了新的见解。
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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