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Teaching in the Post-Pandemic Classroom

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Bibliographic Details
Title: Teaching in the Post-Pandemic Classroom
Language: English
Authors: Tina L. Allen, Dustin S. Whitlock, Joanne L. Hood
Source: Research Issues in Contemporary Education. 2024 9(3):113-139.
Availability: Louisiana Educational Research Association. e-mail: rice@leraweb.net; Web site: http://leraweb.net/ojs/index.php/rice
Peer Reviewed: Y
Page Count: 27
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education
High Schools
Descriptors: COVID-19, Pandemics, Teaching Experience, Educational Practices, Teacher Student Relationship, Parent Teacher Cooperation, Expectation, Change, Student Behavior, Barriers, Public Schools, Elementary School Teachers, Middle School Teachers, High School Teachers, Maturity (Individuals), Behavior Problems, Accountability, Learner Engagement, Student Motivation, Attendance, Technology Uses in Education, Parent Participation, Behavior Change
Geographic Terms: Louisiana
ISSN: 2690-9251
Abstract: In 2023, teachers continued to experience reverberations from the COVID-19 pandemic. The closure of schools across the United States required the adaptation of classrooms and a dynamic shift in the practices of teachers. As the pandemic subsided, this project sought to understand the ways that instructional practice, interactions with students and parents, and professional expectations have changed for classroom educators. Further, it addressed the need for teacher preparation programs to prepare preservice educators for the post-pandemic classroom environment. Subjects for the focus group were recruited on a volunteer basis from schools within one school district in north Louisiana. Participants discussed shifts in teaching practices, interactions with students and parents, and professional expectations of teachers in the post-pandemic classroom. They also identified changes related to student maturity levels and emotional stability, student behavioral issues, student accountability, student engagement and motivation, student absenteeism and expectations around makeup assignments, use of technology, and parental involvement. These changes cause professional and personal concerns among teachers.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1463027
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="SO" term="%22Research+Issues+in+Contemporary+Education%22"><i>Research Issues in Contemporary Education</i></searchLink>. 2024 9(3):113-139.
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  Data: Louisiana Educational Research Association. e-mail: rice@leraweb.net; Web site: http://leraweb.net/ojs/index.php/rice
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Louisiana%22">Louisiana</searchLink>
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  Data: 2690-9251
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  Data: In 2023, teachers continued to experience reverberations from the COVID-19 pandemic. The closure of schools across the United States required the adaptation of classrooms and a dynamic shift in the practices of teachers. As the pandemic subsided, this project sought to understand the ways that instructional practice, interactions with students and parents, and professional expectations have changed for classroom educators. Further, it addressed the need for teacher preparation programs to prepare preservice educators for the post-pandemic classroom environment. Subjects for the focus group were recruited on a volunteer basis from schools within one school district in north Louisiana. Participants discussed shifts in teaching practices, interactions with students and parents, and professional expectations of teachers in the post-pandemic classroom. They also identified changes related to student maturity levels and emotional stability, student behavioral issues, student accountability, student engagement and motivation, student absenteeism and expectations around makeup assignments, use of technology, and parental involvement. These changes cause professional and personal concerns among teachers.
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    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 27
        StartPage: 113
    Subjects:
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Teaching Experience
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Parent Teacher Cooperation
        Type: general
      – SubjectFull: Expectation
        Type: general
      – SubjectFull: Change
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      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Barriers
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      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: High School Teachers
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      – SubjectFull: Maturity (Individuals)
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      – SubjectFull: Behavior Problems
        Type: general
      – SubjectFull: Accountability
        Type: general
      – SubjectFull: Learner Engagement
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      – SubjectFull: Student Motivation
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      – SubjectFull: Attendance
        Type: general
      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Parent Participation
        Type: general
      – SubjectFull: Behavior Change
        Type: general
      – SubjectFull: Louisiana
        Type: general
    Titles:
      – TitleFull: Teaching in the Post-Pandemic Classroom
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            NameFull: Dustin S. Whitlock
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            NameFull: Joanne L. Hood
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              Type: published
              Y: 2024
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