RAPID: Pandemic School Closures and Teacher-Student Relationships

RAPID：大流行学校停课和师生关系

• 批准号: 2028331
• 负责人: Allison Pugh
• 金额: $ 15.08万
• 依托单位: University of Virginia Main Campus
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-08-15 至 2023-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2028331&HistoricalAwards=false
• 关键词: RAPID; Pandemic; Closures; Teacher; Student

This project assesses how new efforts and strategies for action, developed due to the COVID-19 pandemic, challenge or compound pre-existing differences among students. Existing scholarship predicts that during crises, people and organizations develop new strategies for action. As a consequence of the COVID-19 pandemic, more than half of America’s schools have closed down and transitioned to online learning. This constitutes a unique natural experiment in how a crisis and uncertainty can affect teacher-student relationships (TSRs) and how these in turn can affect differences. The current crisis may strengthen TSRs as teachers and schools reach out to students in novel ways and normally non-academic matters such as student’s health and access to the internet at home become priorities. This study will help policymakers and school officials understand the impact of the COVID-19 pandemic and resulting school closures on different groups of students, informing efforts to redress the effects of this crisis and plan for future disasters.This project expands upon six months of ethnographic observations in two Virginia high schools (conducted prior to school closures) with online observations, interviews and weekly student time diaries and photojournals during the spring and summer of 2020, as well as resumed in-person data collection during fall 2020. Broadly, this project advances knowledge by showing 1) how school and teacher strategies to reach students during this crisis are received; 2) how TSRs change during moments of crisis and 3) how these changes inform differences in student experiences and outcomes. Specific research questions include: (1) How do TSRs shape the impact of the crisis on student engagement and outcomes? (2) How does the ongoing impact of TSRs vary by student background? (3) How does school response to the crisis affect teachers’ connections with students? and (4) How does the impact of this response vary based on student background? To address these questions, this study’s data collection includes eight months of observations (both virtual and in-person when schools re-open), collection of weekly student time diaries and photojournals (N=80), and in-depth semi-structured interviews with administrators (N=20), students (N=120) and teachers (N=60).This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目评估了因 COVID-19 大流行而制定的新努力和行动策略如何挑战或加剧学生之间现有的差异，并预测在危机期间，个人和组织会制定新的行动策略。受新冠肺炎 (COVID-19) 疫情影响，美国一半以上的学校关闭并转向在线学习，这是一次独特的自然实验，旨在探讨危机和不确定性如何影响师生关系 (TSR)，以及这些关系又如何影响差异。 .当前的危机可能随着教师和学校以新颖的方式接触学生，加强 TSR，通常非学术问题（例如学生的健康和在家上网）成为优先事项。这项研究将帮助政策制定者和学校官员了解 COVID-19 大流行的影响。以及由此导致的不同学生群体的学校关闭，为纠正这场危机的影响和应对未来灾难的计划提供了信息。该项目扩展了对弗吉尼亚两所高中的六个月的民族志观察（在学校关闭之前进行）和在线观察，采访2020 年春季和夏季期间每周的学生时间日记和摄影日记，以及 2020 年秋季期间恢复的现场数据收集。总体而言，该项目通过展示 1) 学校和教师如何在这场危机期间接触学生的策略来增进知识。收到的信息；2) TSR 在危机时刻如何变化，以及 3) 这些变化如何影响学生的经历和结果。具体研究问题包括：(1) TSR 如何影响危机对学生参与度和结果的影响。 (2) TSR 的持续影响如何因学生背景而变化？(3) 学校对危机的反应如何影响教师与学生的联系？(4) 这种反应的影响如何因学生背景而变化？为了解决这些问题，本研究的数据收集包括八个月的观察（学校重新开放时的虚拟观察和现场观察）、每周学生时间日记和摄影日记的收集（N = 80）以及深入的半结构化数据。与管理人员访谈（N=20）、学生（N=120）和教师（N=60）。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。