Leading School Learning Through Covid 19 And Beyond: Online Learning And Strategic Planning Through And Post Lockdown In English Secondary Schools

通过 Covid 19 及以后引领学校学习：英语中学封锁期间和封锁后的在线学习和战略规划

基本信息

批准号：
ES/V016989/1
负责人：
Jacqueline-Aundree Baxter
金额：
$ 30.64万
依托单位：
The Open University
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2020
资助国家：
英国
起止时间：
2020 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FV016989%2F1
关键词：
Leading Learning Through Covid 19

项目摘要

Covid 19 has presented unprecedented challenge to school leaders in England: challenge that intensifies as pupils return to full time schooling. The UK government has issued warnings that schools will close if two or more cases of the virus appear within a fortnight and that schools must offer,'a high standard of remote/blended learning' (DfE, 020720). During the lockdown schools developed online learning strategies, but to date there is little or no knowledge of how these strategies have been led and managed or how they have /or will address the needs of disadvantaged pupils, who are recognised to be disproportionately impacted by school closures. This project takes a three stage mixed methods approach to investigate how school leaders at three levels; head teacher (or CEO), heads of curriculum planning and heads of department, in state secondary schools in England, are strategically planning for the management of online learning over the next 2 years, and how this builds on current practices. Using a case study approach based in 20 schools, the project uses an adaptation of Puntedura's model of differing degrees of technology integration to establish what level of online provision is being offered at present and what plans schools have for the next 2 years (Puentedura, 2012) These are : L1 - Substitution- technologies are used passively to support teaching; L2 - augmentation - traditional pedagogies are adapted for online use; L3 - Modification-strategic thought is given to the design of online learning and enhancements that add value to online teaching are implemented in order to improve learner performance; L4 - strategic planning for design of online offerings linking to whole school/ department approaches in online learning. As such, the project will offer unique insights into the short and medium term planning for online learning.

Covid 19对英格兰的学校领导者提出了前所未有的挑战：随着学生重返全日制教育，挑战会加剧。英国政府已发布警告，如果两周内出现两个或更多病毒病例，学校将关闭，并且必须提供“远程/混合学习的高标准”（DFE，020720）。在锁定学校期间，学校制定了在线学习策略，但是迄今为止，几乎没有或一无所知，或者对这些策略的领导和管理方式，或者如何 /或将如何满足弱势学生的需求，他们被认为受到学校关闭的不成比例影响。该项目采用三阶段混合方法的方法来研究学校领导者如何在三个层面上。校长（或首席执行官）是英格兰州中学的课程规划负责人和系主任的部门负责人，从战略上计划在未来两年内管理在线学习，以及这如何建立在当前的实践上。该项目使用基于20所学校的案例研究方法，使用Puntedura的不同程度的技术整合模型的改编，以确定目前正在提供的在线提供水平，以及学校在未来两年中制定的计划（Puentedura，2012）是：L1-替代技术 - 替代技术被动地用于支持教学； L2-增强 - 传统教学法适用于在线使用； L3-实施在线学习和增强功能的设计和增强功能的设计，以提高学习者的绩效； L4-设计与整个学校/部门在线学习中链接的在线产品的战略规划。因此，该项目将为在线学习的简短和中期计划提供独特的见解。