This qualitative study aims at evaluating the online teaching experiences of classroom teachers during the New Coronavirus Disease (COVID-19) period in terms of the Technological Pedagogical Content Knowledge (TPACK). The interviews were conducted with 17 classroom teachers within the scope of the current research. The data were collected via…

Due to the COVID-19 pandemic, schools across North America closed to in person learning in March 2020. Since then, it has becoming increasingly clear that physical distancing will need to be prolonged in the 2020/2021 school year and possibly resumed in the future. In response, education ministries shifted teaching and learning online. Research is…

The aim of the present study was to investigate the associations between parental and teacher support and elementary students' academic skills during the COVID-19 pandemic. Building on data of an ongoing longitudinal study, we studied the roles of children's (N = 63) academic skills before the first COVID-19 lockdown in Germany (March-June 2020)…

Education has faced unprecedented disruption during the COVID-19 pandemic; evidence about the subsequent effect on children is of crucial importance. We use data from an oral reading fluency (ORF) assessment--a rapid assessment taking only a few minutes that measures a fundamental reading skill--to examine COVID's effects on children's reading…

Childhood anxiety has been an increasing focus of classroom teachers in recent years. It creates an excess of problems, which can lead to other health-related issues. Long-term effects may include mental health problems, such as depression and isolation, due to becoming accustomed to coping with anxiety daily. This curriculum project designed a…

This qualitative study examined families' experiences supporting young children's (ages 3-8) remote learning during the COVID-19 pandemic. Twenty-three participants completed open-ended questions in an online survey and three of those participants shared further in an online, recorded focus-group interview. Parents revealed young children's…

School closures because of natural phenomena, such as COVID-19, underscore the importance of effective distance learning strategies when there are no in-school alternatives. Our study describes the implementation of a multimedia science program before and after school closure due to COVID-19 in a variety of ways depending on schools'…

Family engagement is a reciprocal relationship between educators and families that supports whole child development. In response to the unique contexts and situations created by the COVID-19 pandemic, a faculty member in the School of Education at Hunter College, City University of New York (SOE), and families that had opted in to 100 percent…

The COVID-19 pandemic has caused myriad issues for early elementary students and their families. Those early in their educational careers, particularly pre-K-2 students, are especially vulnerable developmentally to abrupt disruptions. School counselors, in turn, are being called upon to respond to crises and provide trauma-informed care for these…

In lower- and middle-income countries, including Ghana, students in rural areas dramatically underperform their urban peers. Rural schools struggle to attract and retain professionally trained teachers (GES 2012; World Bank 2012). We explore one potential solution to the problem of teacher recruitment: distance instruction. Through a cluster…