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Teacher Candidates' Communication and Collaboration with Family and Community during COVID-19
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Riddle, Molly A.; King, Elena T. – Action in Teacher Education, 2023
After schools were closed in AY 2019-2020 due to the COVID-19 pandemic, teachers were expected to continue two-way communication and collaboration with their students' families without much guidance. In this study, we focus on how five teacher candidates navigated and continued their efforts of communication and collaboration with students'…
Descriptors: COVID-19, Pandemics, Preservice Teachers, Preservice Teacher Education
Power of Family Voice: A Study of Two Elementary Schools Applying the Principles of Equitable Collaboration
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Alvara, Raquel – ProQuest LLC, 2022
With the passage of the Every Student Succeeds Act (ESSA) in 2015, as part of the reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA), it prioritized schools to include families as collaborative partners in schools' improvement efforts. Minimal family voice existed at two elementary schools. Thus, this mixed-methods action…
Descriptors: Federal Legislation, Educational Legislation, Family School Relationship, Family Involvement
Educators' Lived Experiences Reflections on Work Pleasure and Work Stress: A Phenomenological Study
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George R. Duncan – ProQuest LLC, 2021
This qualitative phenomenological study in the Midwestern United States examined if twenty educators experienced work stress due to No Child Left Behind (NCLB) legislation. Additionally, the study inquired if participants experienced work stress with the passage of the Every Student Succeeds Act (ESSA) legislation. Based on the No Child Left…
Descriptors: Stress Variables, Work Attitudes, Teacher Attitudes, School Culture