Instructional Survival in the Midst of the Perfect Storm
The Experiences of K-12 Teachers During the COVID-19 Global Pandemic
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- Description
- Contents
- About
To date, there remains limited knowledge about the cognitive, motivational and psychological impact of the COVID-19 global pandemic on K-12 teachers in both private and public educational sectors around the world. This book seeks to explore the impact of this global pandemic on the educational stakeholders as well, including K-12 teachers and administrators.
To date, there are no conceptual models which depict the impact of this event on the learner from an educational psychological perspective. Finally, this book seeks to investigate how K-12 teachers and administrators can best meet the needs of their learners in a challenging set of circumstances such as a global pandemic, while maintaining educational excellence to ensure that all learners continue to learn and achieve to the best of their abilities.
Chapter 1. Introduction: Instructional Survival in the Midst of the Perfect Storm—The Experiences of K–12 Teachers During the COVID-19 Global Pandemic; Jill D. Salisbury-Glennon, Chih-hsuan Wang, David M. Shannon, Daniel W. Wong, Lucy Wong, and Hernandez Yan Dai
- Chapter 2. Instructional Survival: A Qualitative Case Study of Elementary Teachers’ Experiences Teaching Remotely and Concurrently During COVID-19; Karen Ladendorf
- Chapter 3. Educators’ Job Burnout and Intentions to Leave During the COVID-19 Pandemic; Andrew M. Camp, Gema Zamarro, and Josh McGee
- Chapter 4. A Perfect Storm: COVID-19 as a Demotivating Factor Contributing to Teacher Stress, Burnout, and Mental Health; Denisha Jones, Brianne Kramer, and Clint Broadbent
- Chapter 5. Elementary Teacher Morale and Mental Health Following the COVID-19 Pandemic; David T. Marshall, Tim Pressley, Natalie N. Schoettler, Deja’ L. Trammell, and Natalie E. Smith
- Chapter 6. Social Support and COVID-19: How U.S. K–12 Teachers Were Impacted by Gratitude and Mentoring During the COVID-19 Pandemic; Kristen C. Mosley, Christopher J. McCarthy, and Aradhita Gupta
- Chapter 7. Teacher Self-Efficacy During COVID-19: A Qualitative Study on Experienced High School Teachers; Sarah M. Conley
- Chapter 8. Impact of COVID-19 on Students With Special Needs and Parent Involvement; Jo Nell “Jody” Wood and Amanda Wood
- Chapter 9. Researching the Entangled: Post-COVID-19 Cognitive, Psychological and Motivational States; Pınar Ayyildiz and Adem Yilmaz
- Chapter 10. K–12 Teacher Support During the COVID-19 Pandemic; Velma D. Menchaca and Alejandro Garcia
- Chapter 11. Attachment, Attention, and Achievement During the COVID-19 Pandemic: A Conceptual Literature Review; Romona F. Banks, Mahaliah Bowman Campbell, Dana M. Dillard, and Joseph A. Torres
- Chapter 12. The Impact of the Coronavirus COVID-19 Global Pandemic on K–12 Students, Teachers, and Schools in the U.S; Daniel W. Wong and Lucy Wong Hernandez
Jill D. Salisbury-Glennon, Ph.D. is a Professor of Educational Psychology at Auburn University, USA.
Chih-hsuan Wang, Ph.D. is a Professor in Educational Psychology at Auburn University, USA.
David M. Shannon, Ph.D. is a Humana-Germany Sherman Distinguished Professor in Educational Research. He has served as the lead researcher or evaluator, or investigator for over 30 funded projects while at Auburn University, USA.