Professional Development to Improve Communication and Reduce the Homework Gap in Grades 7-12 during COVID-19 Transition to Remote Learning
Jon M. Clausen, Bryana Bunte, Ellen T. Robertson, Ball State University, United States
Journal of Technology and Teacher Education Volume 28, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Inservice teachers have had to engage in professional development to successfully make the transition to remote learning during the COVID-19 pandemic. While there has been considerable focus on preparing content, access to devices, and connectivity, less attention has been paid to how professional development is preparing teachers to improve communication between the school, teachers, students and families. In this paper we describe the efforts of one 7 -12 public school to support their teachers. Following initial time and resources to prepare for remote learning, teachers identified a “homework gap” developing among students who were not completing assignments. A survey was developed to identify students falling into this gap. Results from the survey are now being used to develop new professional development for teachers targeting communication strategies and building relationships between teachers and families.
Clausen, J.M., Bunte, B. & Robertson, E.T. (2020). Professional Development to Improve Communication and Reduce the Homework Gap in Grades 7-12 during COVID-19 Transition to Remote Learning. Journal of Technology and Teacher Education, 28(2), 443-451. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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