The Journal of Practitioner Research, an open-access journal housed in the University of South Florida’s (USF) College of Education, published a special issue about the challenges and opportunities teachers are facing during the coronavirus (COVID-19) pandemic.
The Journal of Practitioner Research is a double-blind, peer-reviewed journal featuring the work of practitioner researchers across teacher and educational leadership disciplines and levels. The publication is hosted by USF’s David C. Anchin Center for the Advancement of Teaching and publishes twice a year.
“I hope (readers of the special issue) realize the power of teachers during this time, and the immense amount of work that went into rethinking their practice,” said Jennifer Jacobs, PhD, an associate professor at USF and editor of the journal. “(The teachers) didn’t complain, they found a way, they were still all about meeting students’ needs and supporting student learning, and they would find a way to do it. For these teachers, inquiry really served as a process to help them rethink their practice and change it so that it would be meeting the needs of their students.”
Included in the special issue are five articles that explore various themes and topics that impacted the teaching field during COVID-19, such as student isolation, remote learning and providing equitable experiences for all students.
Addressing Student Isolation During the Pandemic: An Inquiry into Renewing Relationships
and Reimagining Classroom Communities on Remote Instruction Platforms
Authors: Elizabeth Davis, Angela Flavin, Melanie M. Harris, Laura Huffman, Dicy Watson, and Kristin M. Weller
Students’ Lived Experiences During the Pandemic: Their Expressions through Art and
Authors: Blake Beckett and Susan I. Johnson
A Quest for More Equitable Experiences for All Students During a Global Pandemic:
An Inquiry into Remote Delivery of De-Tracked Chemistry and Biology Classes
Authors: Mayra Cordero and Elizabeth Davis
Teachers as Instructional Designers: Unearthing the Essence of the Primary School
Curriculum for Delivery within the Remote Learning Classroom
Authors: Angela Gonzalez and Michael Poole
Building Resiliency with Students of Color During the Pandemic: Providing Remote After-School
Authors: John Bell and Marcus McDonald
The special issue was guest edited by University of Florida researchers Nancy Fichtman Dana, PhD, and Karen L. Kilgore, PhD, and can be accessed through USF Scholar Commons.