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Unexpected Opportunities: School Leader Perceptions on the K-12 Transition to Online Learning
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Author(s): Dixie Friend Abernathy (Queens University of Charlotte, USA), Robert J. Ceglie (Queens University of Charlotte, USA), Ginger C. Black (Queens University of Charlotte, USA)and Amy W. Thornburg (Queens University of Charlotte, USA)
Copyright: 2021
Pages: 23
Source title:
Handbook of Research on Lessons Learned From Transitioning to Virtual Classrooms During a Pandemic
Source Author(s)/Editor(s): Amy W. Thornburg (Queens University of Charlotte, USA), Robert J. Ceglie (Queens University of Charlotte, USA)and Dixie F. Abernathy (Queens University of Charlotte, USA)
DOI: 10.4018/978-1-7998-6557-5.ch004
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Abstract
In the spring of 2020, during the COVID-19 pandemic, the nation's schools closed. Students and families were asked to shelter-in-place and the nation's schools were charged with the challenge of educating students through online modalities. Novice and veteran teachers alike needed to quickly assimilate to virtual teaching and online learning modalities. Students were asked to adjust from face-to-face lessons to screenshots of material from within the confines of their homes. Parents were asked to assume the roles of teacher assistant, tutor, and learning support, all while juggling other personal or work challenges. Leading and coordinating all of these efforts in towns and cities across our nation were school leaders, many of whom may have felt lacking in their own skill set related to online teaching. This research study will explore the perceptions of these leaders. Almost 50 North Carolina leaders shared their perspectives on their own experiences. Conclusions from this research will be pertinent in recommending steps and considerations for future events of this magnitude.
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