This study sought to explore the potential silver linings that early childhood teachers in the United States might find amidst the teaching-related challenges and stress arising from the unconventional teaching necessitated by COVID-19. The participants consisted of 15 early childhood teachers teaching in preschool-3rd grade during the 2020-2021…

The COVID-19 pandemic impacted social work students accustomed to in-person learning, forcing a shift to remote education. During fall 2021 and spring 2022, they faced a return to physical classrooms. Few studies have explored the effects of reverting to in-person classes amidst the pandemic. This exploratory study surveyed 135 Master of Social…

In March, 2020 the COVID-19 pandemic resulted in nationwide school closures and a sudden, unexpected transition to remote teaching and learning for teachers and students across the US. These changes permeated the teaching experience during the 2020-21 school year. Educators in different areas of the country returned either to fully virtual…

The COVID-19 pandemic changed the delivery of education as many occupational therapy (OT) programs temporarily transitioned to remote learning. The purpose of this article is to describe the impact of the COVID-19 pandemic on the National Board for Certification in Occupational Therapy (NBCOT) pass rates. A mixed methods research design was used…

This study was an examination of the immediate effects of remote learning during the COVID-19 shutdown in New Jersey during Spring 2020. This mixed methods study relied on survey data capturing the experiences, difficulties, and successes of 708 New Jersey public school educators during the first few weeks of the school closures. These educators…

During the COVID-19 pandemic, educational leaders were called to navigate the relatively novel waters of unconventional modalities (e.g., remote instruction, in-person teaching following proper safety and health protocols, and a hybrid of the two) for millions of students and their teachers. In the context of this relative novelty, challenge, and…

With the global pandemic this spring, we experienced a switch to remote education halfway through our semester at The College of New Jersey. For an advanced special topics in chemical biology class, lecture and group work required changes, increasing the number of assignments as well as the level of independent thinking and application-based…

In this instrumental-comparative case study, we analysed how seven US teachers reported co-teaching experiences during the COVID-19 pandemic and resulting remote instruction. We sought to understand how co-teaching during the pandemic affected teachers' psychological needs of competence, autonomy, and relatedness. Data collection included: an…

Mathematics specialists support the teaching and learning of K-12 mathematics and attend to school-based responsibilities and needs. This study examined the shifts in responsibilities of mathematics specialists during the COVID-19 pandemic to better-understand their current and potential future influence on mathematics teaching. An online survey…

This qualitative, exploratory multiple case study was conducted to explore the attitudes, concerns, and needs of higher education faculty using video conferencing during emergency remote instruction during the academic year 2020. Higher education faculty from a pluralistic four-year, urban university in New Jersey were chosen. Individuals…

The rapid shift to an online instructional mode necessitated by COVID-19 has been a formidable challenge for most institutions but particularly for those in which online learning was not widely implemented before the pandemic. Assessment has been an additional challenge, coupled with the accreditation requirements that higher educational…

This paper examined how an HSI-STEM grant project at one such college responded, confronting challenges of the transition to an all-online environment head-on and tapping its unexpected benefits. With a focus on STEM student services and programs, two aspects of the situation are analyzed and studied. Facilitating Innovation: STEM administrators…

Students have the right to be screened and identified for English Learner (EL) status during remote learning. Even if schools are operating by remote instruction, students, between the ages of 3 and 20, have the right to be screened and to be identified as an EL within 30 days of enrollment. This short fact sheet describes some of the basic rights…

The COVID-19 pandemic has allowed social work educators to study its impact on social work students. This quantitative study presents the findings of a survey of Master of Social Work students regarding their experiences during the abrupt transition from in-person to remote learning in March 2020. Examining the impact through a change curve lens,…

Employing phenomenology as a methodological framework, this study sought to capture and understand, from a first-person point of view, what parents, teachers, and administrators in U.S. high-needs K-12 schools experienced related to online learning during the COVID-19 pandemic. Individual interviews were conducted on a video conferencing platform…