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.

该项目评估了由于19日的大流行，挑战或复合学生之间存在的差异，因此如何开发了新的努力和行动策略。现有的教科工作预测，在危机期间，人们和组织制定了新的行动策略。由于199年的大流行，美国一半以上的学校已经关闭并过渡到在线学习。这构成了一个独特的自然实验，即危机和不确定性如何影响教师关系（TSR）以及这些如何影响差异。当前的危机可能会加强TSR，因为教师和学校以新颖的方式与学生接触，通常是非学术问题，例如学生的健康和在家中互联网的访问成为优先事项。这项研究将帮助决策者和学校官员了解Covid-19-19大流行的影响，并导致学校关闭对不同的学生的影响，从而为这场危机的影响和未来灾难的影响提供了努力。该项目扩展了六个月的民族志观测，在两个弗吉尼亚州的人口观察中（在在线观察和在线观察及时播放），以及在线观察和班上的夏季，并在线观察和访问时间，访问了周期，并进行了访问，访问了周期，并进行了访问，并进行了访问，访问了周期，并进行了访谈，并进行了访问，并进行了访问，并进行了访问，并进行了访问，并进行了访问，并进行了访问，并进行了访问，并进行了访问，并进行了访问，并进行了访问，并进行了访问，并进行了访问，并进行了访问，并进行了访问，并在线观察了。 2020年，并在2020年秋季恢复了面对面的数据收集。从广义上讲，该项目通过展示1）在这场危机期间如何接触学生的学校和教师策略如何获得知识； 2）TSR在危机时刻如何变化以及3）这些变化如何为学生的经历和成果差异提供差异。具体的研究问题包括：（1）TSR如何塑造危机对学生参与和成果的影响？ （2）TSR的持续影响如何因学生背景而异？ （3）学校对危机的反应如何影响教师与学生的联系？ （4）根据学生背景，此响应的影响有何不同？为了解决这些问题，本研究的数据收集包括八个月的观察（在学校重新开放时进行了虚拟和面对面的观察），每周的学生时间日记收集和摄影量（n = 80），以及对管理员的深入半结构化访谈（n = 20）（n = 20）（n = 20），学生（n = 120）和教师（n = 60）。基金会的智力优点和更广泛的影响评论标准。