新冠肺炎期间影响学生在线教学教育公平的因素

IF 2.3 3区 教育学 Q1 EDUCATION, SPECIAL Remedial and Special Education Pub Date : 2023-03-31 DOI:10.1177/07419325231161322
Sudha Krishnan
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引用次数: 0

摘要

本定性研究考察了在大流行学校关闭期间特殊教育教师对学生在线教学成功的看法,以隔离教师报告的差异学生成果的关键决定因素。采用半结构化访谈法收集16名教师的数据,并采用主题编码法进行分析。从数据中得出的六个主题是,学生成绩的关键决定因素是与教师、学校管理者、学区、学生、家长和教学法相关的变量。研究表明,学校专业人员潜在的思维缺陷,缺乏对最需要支持的家长和学生的计划支持,以及有限的教学实践范围是导致学生成绩差异的公平差距的原因。建议包括培训学校管理人员,为家长提供技术支持,解决非英语家庭的需求,扩大教学实践,以及为有最广泛支持需求的学生制定计划。
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Factors Influencing Educational Equity in Online Instruction for Students During Covid-19
This qualitative study examined special education teachers’ perceptions of student success in online instruction during the pandemic school closures to isolate the key determinants in the differential student outcomes reported by the teachers. Data were collected from 16 teachers using semi-structured interviews and analyzed using thematic coding. The six themes that emerged from the data were that the key determinants of student outcomes were variables related to teacher, school administrator, district, student, parent, and pedagogy. The study showed that underlying deficit thinking in school professionals, lack of planned support for those parents and students needing the most support, and limited range of teaching practices were responsible for the equity gap seen in the differential student outcomes. Recommendations include training school administrators, providing parent support to access technology, addressing needs of non-English speaking families, expanded pedagogical practices, and planning for students with the most extensive support needs.
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来源期刊
Remedial and Special Education
Remedial and Special Education EDUCATION, SPECIAL-
CiteScore
5.70
自引率
8.30%
发文量
28
期刊介绍: Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.
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