RAPID: Pandemic School Closures and Teacher-Student Relationships

RAPID：大流行学校停课和师生关系

• 批准号: 2028331
• 负责人: Allison Pugh
• 金额: $ 15.08万
• 依托单位: University of Virginia Main Campus
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-08-15 至 2023-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2028331&HistoricalAwards=false
• 关键词: RAPID; Pandemic; Closures; Teacher; Student

This project assesses how new efforts and strategies for action, developed due to the COVID-19 pandemic, challenge or compound pre-existing differences among students. Existing scholarship predicts that during crises, people and organizations develop new strategies for action. As a consequence of the COVID-19 pandemic, more than half of America’s schools have closed down and transitioned to online learning. This constitutes a unique natural experiment in how a crisis and uncertainty can affect teacher-student relationships (TSRs) and how these in turn can affect differences. The current crisis may strengthen TSRs as teachers and schools reach out to students in novel ways and normally non-academic matters such as student’s health and access to the internet at home become priorities. This study will help policymakers and school officials understand the impact of the COVID-19 pandemic and resulting school closures on different groups of students, informing efforts to redress the effects of this crisis and plan for future disasters.This project expands upon six months of ethnographic observations in two Virginia high schools (conducted prior to school closures) with online observations, interviews and weekly student time diaries and photojournals during the spring and summer of 2020, as well as resumed in-person data collection during fall 2020. Broadly, this project advances knowledge by showing 1) how school and teacher strategies to reach students during this crisis are received; 2) how TSRs change during moments of crisis and 3) how these changes inform differences in student experiences and outcomes. Specific research questions include: (1) How do TSRs shape the impact of the crisis on student engagement and outcomes? (2) How does the ongoing impact of TSRs vary by student background? (3) How does school response to the crisis affect teachers’ connections with students? and (4) How does the impact of this response vary based on student background? To address these questions, this study’s data collection includes eight months of observations (both virtual and in-person when schools re-open), collection of weekly student time diaries and photojournals (N=80), and in-depth semi-structured interviews with administrators (N=20), students (N=120) and teachers (N=60).This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目评估了由于COVID-19大流行而制定的新努力和行动策略如何挑战或复合学生之间先前存在的差异。 现有的学术预测，在危机期间，人们和组织会制定新的行动战略。由于COVID-19疫情的影响，美国超过一半的学校已经关闭并过渡到在线学习。 这是一个独特的自然实验，研究危机和不确定性如何影响师生关系，以及这些关系又如何影响差异。 当前的危机可能会加强TSR，因为教师和学校以新的方式接触学生，通常非学术事务，如学生的健康和在家里上网成为优先事项。 这项研究将帮助政策制定者和学校官员了解COVID-19大流行及其导致的学校关闭对不同学生群体的影响，为应对这场危机的影响和未来灾难的计划提供信息。（在学校关闭前进行），在2020年春季和夏季进行在线观察，访谈和每周学生时间日记和摄影日记，并在2020年秋季恢复亲自收集数据。从广义上讲，该项目通过展示1）学校和教师如何在这场危机中接触学生的策略来提高知识; 2）危机时刻TSR如何变化以及3）这些变化如何告知学生经验和结果的差异。 具体的研究问题包括：（1）TSRs如何塑造危机对学生参与和结果的影响？(2)TSR的持续影响如何因学生背景而异？(3)学校对危机的反应如何影响教师与学生的联系？以及（4）这种反应的影响如何根据学生的背景而变化？为了解决这些问题，这项研究的数据收集包括8个月的观察（学校重新开放时，包括虚拟和面对面），每周学生时间日记和摄影日记的收集（N=80），以及与管理人员的深入半结构化访谈（N=20），学生（N=120）和教师（N=60）该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查进行评估，被认为值得支持的搜索.