The spectrum of the journey: Narrating identities during professional learning in pivotal response treatment for novice elementary teachers of students with autism spectrum disorder

In Ontario, Policy/Program Memoranda No. 140 (PPM 140) authorizes educators to utilize Applied Behavioural Analysis methods to support students with Autism Spectrum Disorder (ASD) in the classroom. Although typically favoured, inclusive policies are difficult to translate into practice without training (Lindsay et al., 2013). Novice educators (i.e., first five years of their career) are at the cusp of developing a teacher identity as they are shifting roles from that of a teacher candidate to what it means to be a professional teacher.Symbolic interactionism (SI) is one theory deemed useful for narrating and investigating identity. According to Blumer (1986), SI is a theory which investigates how individuals develop subjective meanings and how those meanings are reformed during an interpretive process producing different behavioural responses. Within the teaching profession, physical objects refer to space or material. Social objects refer to the interactions with individuals. objects are beliefs about professional development (PD) and identity (Blumer, 1986).Current studies do not address how teachers with larger classes may implement evidence-based practices, such as Pivotal Response Treatment (PRT). Even when general education teachers do receive training in PRT, an investigation into identity is missing. This doctoral dissertation investigates how a professional learning in PRT in Ontario may influence novice (i.e., first five years of their career) elementary educators' (i.e., JK-Grade three) identity as a teacher from a qualitative (i.e., narrative inquiry) design. Results from interviews, journals, and focus groups revealed themes. Physical objects included (1) accessibility to tangible resources and in-class trainings, (2) motivation/accountability, (3) barrier of time, (4) barrier of COVID-19, (5) barrier of staffing, and (6) barrier of size/needs of a classroom. Analyzing social objects revealed (7) student relationship building, (8) classroom staff communication, (9) low parental communication, and (10) distance support from administrators. Conversations around identity detailed how (11) early educational experiences and (12) previous characteristics associated with a teacher impacted a present (13) definition of teacher identity as the philosophy of teaching. This exposed themes such as (14) advocating for accommodations, (15) life-long learner, (16) self-reflective, (17) connection between personal/social self, and (18) a generalist role. (19) Micro-level solutions such as obtaining more strategies for themselves, and (20) macro-level solutions such as dedicating more time within teacher education programs and in-person training were also discoursed.Physical and social objects had a direct impact on objects. The first premise of symbolic interactionism, meaning, delved deep into how novice educators acted towards objects based on the meanings assigned to them throughout the study. Through social interactions (i.e., premise two - language) with myself as the researcher, the research study, the other participants, and stakeholders in their school climate, an investigation into the interpretation process (i.e., premise three - thought) revealed the above themes. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Novice kindergarten and elementary teachers' lived experience with math content and instruction

Math proficiency in the elementary grades is one component to ensuring a highly qualified science, math, engineering, and technology workforce. The literature indicates that teachers of those early years greatly impact their students' future attitudes and abilities in the STEM fields. Therefore, it is critical that administrators, teacher education programs, and policymakers implement procedures to prepare and empower preservice teachers. This hermeneutic phenomenology focused on novice teachers' impressions of their preparedness regarding kindergarten and elementary math content and pedagogy. Ten teachers answered questions about their past educational experiences, their current teaching position, and strategies for addressing challenges. Unfamiliar curriculum and gaps in basic student knowledge were two of the difficulties that the teachers mentioned. They faced these issues through differentiation, collaboration, and self-reflection. Collaborating with a mentor or colleagues allowed these novice teachers to glean resources and strategies that helped them navigate elementary math content and pedagogy. In addition, this study revealed the influence that the teachers' resilience had on their ability to maneuver the difficulties inherent in the first two years as a classroom teacher. The impact of attending a faith-based university, the influence of middle-school math teachers, resilience in kindergarten through elementary teachers, and managing the consequences of Covid-19 restrictions in schools warrant further study as they relate to math content and instruction in kindergarten through fifth-grade mathematics. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Exploring motivating factors of traditionally trained first-year teachers: A qualitative study

The problem among teacher retention is an issue as the annual teacher turnover rate in several countries is between 13-15%. With the increase in teachers selecting alternative paths or emergency permits, this study aimed to explore the motivational factors of traditionally trained, first-year, full-time, K-12 public teachers. The education motivational research specifically focused on preservice experience, early teacher experience, teacher motivation approaches, and recruitment and retention motivation. Although there is a lot of research on motivation, the research gap did not provide motivational factors specifically aimed at the traditionally trained, first-year, full-time, K-12 public teachers. The study contributed to the field of education by providing the motivational factors from the teachers' own experiences through a basic qualitative approach with semi-structured interviews. The purpose of this basic qualitative study was to explore the motivational factors traditionally trained, first-year, full-time, K-12 public school teachers. The theoretical framework for the study was Herzberg's motivation-hygiene theory. The population for this study consisted of 10 traditionally trained, full-time K-12 public school teachers. Using thematic analysis, four motivational factor themes emerged: affirmation, support, job selection, and pandemic impact. The teachers were motivated by affirmation, acknowledgement of their conscientious application to the profession and knowing they were making a difference among their students. The teachers were motivated by support through having balance and opportunities for professional growth. The teachers were motivated by the ability to select the position and school district. On the opposite spectrum, the pandemic impact motivated teachers in making the decision to return to the classroom the following year. The study includes the COVID-19 restrictions, specifically the interviews being conducted virtually. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Compassionate mental healthcare relies on a valued workforce

A healthy and valued workforce is vital for safe and compassionate mental healthcare. That was my take-home from the recent senior leadership symposium on advancing and sustaining the mental health nursing workforce.

Exploring the pandemic's impact on Generation Z new professionals in student affairs

The COVID-19 pandemic affected the traditional new professional experience in student affairs, a field with a significant attrition rate in the first five years of service (Marshall et al., 2016). This qualitative case study analyzed data from semi-structured interviews alongside existing literature to uncover how the pandemic impacted Generation Z new professionals in student affairs and suggest how supervisors may best support them. The study illustrated the Generation Z new professional experience during the pandemic and found that this population possessed qualities consistent with pre-pandemic Generation Z literature. Effective supervision of this cohort was characterized by aligned expectations, an ethic of care, and flexibility. These needs informed recommendations for supporting Generation Z new professionals entering and continuing in the field. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Knowledge, attitudes and perceptions of radiology healthcare workers during the COVID-19 pandemic

Background: Medical imaging is vital in the diagnostic workup and evaluation of patients suspected or confirmed to have COVID-19;hence, radiology healthcare workers (HCWs) were an essential part of the early containment response to the pandemic. Radiology services are facing rising demands to introduce stricter infection control measures, and staff are expected to adhere to the new protocols while coping with a surge in patients. Objective(s): This study aims to identify the knowledge, attitudes and perceptions (KAPs) of radiology HCWs at a single site with regard to workplace preparedness during the COVID-19 pandemic. Method(s): A 26-item questionnaire was conducted with radiographers, radiology nurses, and support staff who had direct patient contact. Questions were concerned with involvement in managing suspected or positive COVID-19 patients, knowledge of infection control measures, and attitudes and perceptions in relation to working during the pandemic. Results were analysed using t-tests, chi-square tests, and Spearman's rank-order correlation, with statistical difference set at p<0.05. Result(s): Radiology HCWs self-reported significantly better knowledge of infection control measures and positive work attitudes. Those who had received the flu vaccine had significantly better perceptions of working during the pandemic. Suggested improvements included better organisational structure and more resources, better staff compliance and vigilance, better education, and a clearer focus on staff wellbeing. Conclusion(s): The findings indicate favourable KAPs among radiology HCWs in Singapore with regard to workplace preparedness during the pandemic, but efforts towards sustainability must be considered. Formulating policies to nurture motivated and resilient HCWs during a pandemic is advocated to foster a resilient workforce that is prepared for the next pandemic.Copyright © The Author(s) 2021.

Examining the impact of implementing effective onboarding on beginning teacher and new hire turnover in a Title I elementary school

Teacher retention has been a growing nationwide concern for years that has exponentially worsened as a result of the COVID-19 global pandemic. Schools serving students from low socioeconomic backgrounds tend to be most negatively affected by high rates of teacher turnover. This study examined the impact of implementing effective onboarding on beginning teachers and new hires in a Title I elementary school in an effort to reduce teacher turnover. A mixed methods action research design was utilized whereby an onboarding program was implemented across three phases of improvement using the Plan, Do, Study, Act model. Data were collected using surveys and interviews with the teacher participants. Teacher preparation, teacher retention, benefits and compensation, mentor support, onboarding, and self-efficacy were factors analyzed. Teacher and staff turnover continued to occur throughout each phase of the study. The findings indicate that while the onboarding program implemented had a positive effect on the participants, the results were inconclusive overall due to the numerous confounding variables that arose and could not be controlled by the scholarly practitioner. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The collateral damage of a worldwide crisis: The impact of the COVID-19 pandemic on the work experiences of gastroenterologists

This study investigated the impact of work changes as a result of COVID-19 on the work experiences of 248 gastroenterologists (GEs) working in Dutch hospitals. Specifically, we studied how the work of GEs changed as a result of the COVID-19 crisis, and what effect this has on burnout, engagement, job satisfaction, employability, work ability, physical and psychological health. Participants completed a questionnaire in the run-up to the second COVID-19 wave in October 2020. Results show that the COVID-19 crisis significantly reduced their number of working hours, and a small proportion of GEs worked temporarily in other units to care for COVID-19 patients. At the time of this study, the impact of these changes on the work experiences of GEs appears to be small. Although before the COVID-19 crisis GEs were slightly more positive about their work ability, physical and mental health than during this crisis, the changes in their work as a result of the COVID-19 crisis had no apparent negative effects on other aspects of their work experience. This study underscores the importance of not equating healthcare workers in drawing conclusions about the impact of the COVID-19 crisis. Different groups can experience the COVID-19 crisis differently, and variation can also exist within professional groups. Attention for work perceptions remains important because doctors who experienced more stress/work pressure reported less favorable outcomes. (PsycInfo Database Record (c) 2022 APA, all rights reserved) Abstract (Dutch) In deze studie onderzochten we de impact van COVID-19 gerelateerde veranderingen in het werk van Maag-Darm-Lever-artsen (MDL-artsen) op hun werkbeleving. Specifiek bestudeerden we hoe het werk van MDL-artsen is veranderd als gevolg van de COVID-19-crisis, en wat voor effect dit heeft op burn-outklachten, bevlogenheid, werktevredenheid, inzetbaarheid, werkvermogen, lichamelijke en psychische gezondheid. 248 MDL-artsen uit Nederlandse ziekenhuizen vulden in oktober 2020 een vragenlijst in, tijdens de aanloop naar de tweede COVID-19-golf. Uit de resultaten blijkt dat de COVID-19-crisis voor een statistisch significante afname in het aantal werkuren zorgde, en een klein deel van de MDL-artsen werkte tijdelijk op een andere afdeling om te zorgen voor COVID-19-patienten. De impact van deze veranderingen op de werkbeleving van MDL-artsen blijkt ten tijde van dit onderzoek gering. Hoewel MDL-artsen voor de COVID-19-crisis iets positiever waren over hun werkvermogen en lichamelijke en psychische gezondheid, hebben de veranderingen in hun werk als gevolg van de COVID- 19-crisis geen duidelijke negatieve effecten op andere aspecten van hun werkbeleving. Dit onderzoek benadrukt het belang om zorgmedewerkers niet over een kam te scheren in het trekken van conclusies over de impact van de COVID-19-crisis. Verschillende groepen kunnen de COVID-19-crisis anders beleven, en ook binnen beroepsgroepen kan variatie bestaan. Aandacht voor werkbeleving blijft belangrijk omdat artsen die meer belasting/werkdruk ervaren, minder gunstige uitkomsten rapporteerden. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The lived experience of novice teachers who chose to return to their middle school for their second year during COVID-19 pandemic

Between 40 and 50% of teachers will leave the profession within their first five years of teaching (Ingersoll & Smith, 2003). Factors such as teacher preparation, high stakes testing, mentoring support, student outcomes, monetary incentives, and administration play roles in this problem. In 2020, the COVID-19 pandemic changed traditional practices overnight, placing additional unexpected demands on teachers (Kim & Ashbury, 2020). The purpose of this research was to gain an understanding of factors involved in teacher retention, and by taking a narrative inquiry approach to this phenomenon, gain an in-depth understanding of the factors that led to novice teachers choosing to return for a second year. The findings demonstrated that novice teachers did not have a paradigm with which to compare teaching outside of the influence of the COVID-19 pandemic. In fact, veteran teachers experienced greater difficulties coping with the pandemic than novice teachers. Nonetheless, novice teachers did experience stress which was mitigated by mentoring, support, and other experiences that have proven essential to the success of novice teachers. Many teachers chose to return because of the relationships they established on campus, the support from their administration, and their love of the students they taught. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

A comprehensive genuineness of truths contributing to novice Title I teacher retention: A collective case study of novice teachers in Title I public schools

Teacher attrition has been a leading issue within the United States for several decades, especially among novice Title I teachers (Farmer, 2020;Madigan & Kim, 2021). Projections of novice teacher attrition rates show that schools will continue to see a significant increase in rates after the 2021 to 2022 school year due to changes in education during the COVID-19 pandemic. Growing attrition rates for novice Title I teachers significantly impact school and student success across the nation.To address the growing concern of novice teacher attrition, factors that impact a novice teacher's decision to remain in the profession must be examined. This qualitative collective case study explored factors contributing to novice teacher retention within Title I schools for nine novice Title I teachers from Texas, California, Idaho, and New York. Data collection occurred through three interviews with each participant, including one unstructured interview and two semi-structured interviews. The researcher specifically focused on identifying key factors that contributed to the retention of these novice Title I teachers. The researcher utilized Herzberg's two-factor motivation-hygiene theory as the theoretical framework for identifying and classifying themes that emerged from the data (Herzberg et al., 1959). The data revealed four themes that contributed to novice Title I teacher retention for the nine participants: realistic and collaborative campus expectations, support for professional development, positive school culture, and promotion of self-efficacy and motivation.Ultimately, the research presented in this study addresses gaps in the research pertaining to novice teacher attrition within Title I schools. Rather than focusing on factors that lead to attrition, this study focuses on what matters most-factors that contribute to teacher retention. By focusing on identifying factors that influenced retention of novice Title I teachers, Title I school leaders can improve experiences for novice teachers related to each factor to ultimately improve retention within their campuses. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Exploring the experience of the physicians regarding COVID-19, its complications and management

Background: COVID-19 infection is a disease that remains the main concern globally due to high admissions and fatality rates among patients. Clinical manifestation and choice of treatment are various. Therefore, this study was developed to explore the physicians' perceptions in this regard in a semi-governmental hospital in Sharjah. Aims and Objectives: The objective of this research is to (1) to outline physicians' descriptions of the clinical presentation of COVID-19, (2) to explore the physicians' perceptions regarding the different aspects of COVID-19 and its complications, and (3) explore the physicians' experiences regarding the treatment of COVID-19 cases. Material(s) and Method(s): A descriptive qualitative design was approached. A semi-structured interview guide was developed, validated and used for data collection. Ten in-depth individual interviews with physicians were conducted. Interviews were recorded, transcribed, and thematically analyzed. Result(s): After analysis, three main themes with their sub-themes emerged to describe physicians' experience regarding COVID-19's clinical presentation, complications, and management. Sub-themes cleared-up COVID-19's signs, symptoms, and risk factors along with admission's requirements. Furthermore, it showed COVID-19's complication in main organs. Moreover, COVID-19's treatment was clarified for both home-quarantine and admitted patients along with instructions for discharged patients. Conclusion(s): Cases varied in severity and classified from asymptomatic to severe. It showed the requirements for hospitalization and risk factors associated with severity. The management of COVID-19 disease followed by MOHAP protocol and provided adequate outcomes from physicians. Vaccination was one of physicians' recommendations.Copyright © 2023 Doaa Kamal AlKhalidi, et al.

School counselors' perceived school climate, leadership practice, psychological empowerment, and multicultural competence before and during COVID‐19

Following a population‐based randomized design, we investigated changes of school counselors' psychological empowerment, multicultural competence, and leadership practice, as well as their perception of school climate from before to during COVID‐19. Specifically, school counselors were randomized into two conditions: (a) the pre‐COVID‐19 condition (n = 506) and (b) the current‐COVID‐19 condition (n = 542). Participants in the pre‐COVID condition responded to survey items following a retrospective manner based on their experiences between September 2019 and March 2020. We found that participants in the current COVID‐19 condition scored significantly higher in psychological empowerment and perceived school climate and lower in multicultural competence and leadership practices compared to the participants in the pre‐COVID‐19 condition. Regardless of directionality of changes, results supported the significant impacts that the pandemic had on school counselors' roles related to addressing systemic issues. We discussed implications of the results to school counseling practice and school counselor training.

Demographics, employment, and proximity to covid-19 as predictors of preparedness among Taiwanese health social workers.

COVID-19 struck the world violently and cause negative psychological consequences on health professionals. The preparedness of social workers for the pandemic is critical while facing these challenges and pressures. The study aimed to explore what are the roles of demographic, employment, and proximity to Covid-19 in predicting preparedness for the next wave of COVID among social workers in Taiwan. A total of 158 participants were conveniently sampled and multiple regression, univariate analysis, and two-way ANOVA were conducted. The results demonstrated that the demographic and employment variables significantly predicted preparedness, and there were significant differences among demographics on preparedness and an interaction effect between seniority and age. Consequently, middle-aged social workers with junior seniority years may have more difficulties in their preparation for the current situation. The implication of our findings is also discussed.

Cancer nurses have experienced ‘moral injury' due to the pandemic

First, a Happy New Year to you all. I hope you enjoyed the festive break. In this issue, our cover article (evidence and practice, page 21) explains how emotional labour can lead to exhaustion and burnout, which contributes to a high turnover in the nursing workforce. It examines the differences in resilience and coping strategies of less experienced nurses compared with their more experienced counterparts.

The more experienced, the better prepared? New evidence on the relation between teachers' experience and their readiness for online teaching and learning

In the present study, we tested the common assumption that teachers with more experience consider themselves better prepared for online teaching and learning (OTL). Utilizing the data from a survey of 366 higher-education teachers from Portugal at the beginning of the COVID-19 pandemic in 2020, we performed structural equation modeling to quantify the experience-readiness relationship. The survey contained an assessment of teachers' OTL readiness which was measured by their perceptions of the institutional support, online teaching presence, and TPACK self-efficacy. In contrast to the linearity assumption "the more experienced, the better prepared", we found robust evidence for a curvilinear relationship. Teachers' readiness for OTL increased first and then decreased with more experience—this applied especially to the self-efficacy dimension of readiness. Further analyses suggested that the experience-readiness relationship does not only exist at the level of aggregated constructs but also at the level of indicators, that is, specific areas of knowledge, teaching, and support. We argue that both novice and experienced teachers in higher education could benefit from experience-appropriate, pedagogical, and content-related support programs for OTL. • Readiness for online teaching and learning (OTL) comprised multiple dimensions. • The relation between OTL readiness and experience was curvilinear. • Curvilinearity occurred especially for TPACK self-efficacy. • Experience impacted the measurement of readiness for OTL. • The nature of the relation was robust against outliers of experience.

The lived experience of novice teachers who chose to return to their middle school for their second year during COVID-19 pandemic

Between 40 and 50% of teachers will leave the profession within their first five years of teaching (Ingersoll & Smith, 2003). Factors such as teacher preparation, high stakes testing, mentoring support, student outcomes, monetary incentives, and administration play roles in this problem. In 2020, the COVID-19 pandemic changed traditional practices overnight, placing additional unexpected demands on teachers (Kim & Ashbury, 2020). The purpose of this research was to gain an understanding of factors involved in teacher retention, and by taking a narrative inquiry approach to this phenomenon, gain an in-depth understanding of the factors that led to novice teachers choosing to return for a second year. The findings demonstrated that novice teachers did not have a paradigm with which to compare teaching outside of the influence of the COVID-19 pandemic. In fact, veteran teachers experienced greater difficulties coping with the pandemic than novice teachers. Nonetheless, novice teachers did experience stress which was mitigated by mentoring, support, and other experiences that have proven essential to the success of novice teachers. Many teachers chose to return because of the relationships they established on campus, the support from their administration, and their love of the students they taught. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Examining the impact of implementing effective onboarding on beginning teacher and new hire turnover in a Title I elementary school

Teacher retention has been a growing nationwide concern for years that has exponentially worsened as a result of the COVID-19 global pandemic. Schools serving students from low socioeconomic backgrounds tend to be most negatively affected by high rates of teacher turnover. This study examined the impact of implementing effective onboarding on beginning teachers and new hires in a Title I elementary school in an effort to reduce teacher turnover. A mixed methods action research design was utilized whereby an onboarding program was implemented across three phases of improvement using the Plan, Do, Study, Act model. Data were collected using surveys and interviews with the teacher participants. Teacher preparation, teacher retention, benefits and compensation, mentor support, onboarding, and self-efficacy were factors analyzed. Teacher and staff turnover continued to occur throughout each phase of the study. The findings indicate that while the onboarding program implemented had a positive effect on the participants, the results were inconclusive overall due to the numerous confounding variables that arose and could not be controlled by the scholarly practitioner. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Counseling during COVID: Exploring counselor occupational experience along dimensions of work-family conflict and job satisfaction

Job changes have been a consistent feature of COVID-19 as individuals are increasingly expected to work from home and adapt to new methods of service delivery. Although technology is an asset which allows for increased access to services, these accelerated changes will invariably come with a price as workers struggle adjusting to new working conditions. The following study attempted to examine these adjustment barriers by assessing the degree of change workers experience (i.e. changes in client caseload, ease of adapting to new technologies, fear of infection, percentage of time worked from home, isolation and loneliness) and their impact along dimensions of job satisfaction, job stress, and work-to-family conflict. Findings from this study indicate relatively weak correlations between job changes and job satisfaction interrole conflict. However job satisfaction appeared to be a significant predictor of work family life balance. In addition, gender differences were detected in experiences of work life conflict satisfaction as women tended to experience less work family life conflict satisfaction. In addition, differences in means were detected in relation to household income and its impact on counselor job satisfaction. Overall results from this study provide evidence of counselor resilience among COVID-19 adversities. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Collaboration in Chilean schools: The role of teachers and principals' attributes during the COVID-19 pandemic

This study examines and compares educational collaboration in various Chilean schools previous and during the COVID-19 pandemic, to identify the influence of three dimensions: formal roles, gender, and years of experience of 354 educative actors. The analysis accounted for social network indicators, particularly the degree of centrality of the participants, through non-parametric tests of the dimensions. Among the actors, collaboration was higher among those with leadership roles (such as principals and department coordinators) over teachers, women over men, and by novice teachers or actors with less professional experience (over most experienced actors). The analysis also indicated an increase of collaborative interactions during the pandemic in comparison to a "normal" academic year. These results emphasize the influence of the aforementioned dimensions in collaborative structures during challenging scenarios such as the COVID-19 pandemic. Likewise, this could be indicative of an imminent increase in collaboration among all actors, in light of future challenges from a post-pandemic scenario, beyond the roles and attributes of educative actors. We discuss the potential for moving toward greater collaboration in schools both post-pandemic and in future crises. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Spanish) Este estudio examina la colaboracion educativa en contexto de pandemia en distintas escuelas de Chile, para identificar la influencia de tres dimensiones: rol, genero y anos de experiencia de un total de 354 actores educativos. Para ello se utilizaron indicadores de Analisis de Redes Sociales, en particular el grado de centralidad de las personas sondeadas, para pruebas no parametricas de las dimensiones. Entre los resultados se identifico que la colaboracion es promovida significativamente por personas en cargos directivos por sobre docentes, resaltando el rol de las mujeres por sobre hombres, y de profesionales con menos anos de experiencia, junto con un aumento de la colaboracion en contextos de pandemia en comparacion al contexto previo. Estos resultados enfatizan el papel de tales caracteristicas en estructuras colaborativas en escenarios tales como la pandemia COVID-19, ademas de una potencial de mayor colaboracion, en virtud de los desafios a abordar por las escuelas posterior a la pandemia, mas alla de sus roles y atributos. Se discute el potencial de avanzar hacia una mayor colaboracion en las escuelas tanto posterior a la pandemia, como en proximas crisis. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Classroom management in the virtual classroom: Educators' perceptions beyond the traditional classroom

Throughout the history of education, effective classroom management has been identified as one of the most important factors impacting student learning. At the commencement of the COVID-19 pandemic, teachers abruptly transitioned from traditional in-class learning to teaching online and implementing strategies to assist in managing their online classrooms efficiently. Teacher perceptions are a valuable resource that may assist others in understanding educational concepts. The three research questions that guided this study were: What strategies are used by elementary educators in the traditional classroom that can be utilized in a virtual setting to effectively manage the classroom environment? How do virtual classroom management strategies differ between experienced and novice elementary teachers? What are the challenges and advantages faced by elementary educators in effectively managing a virtual classroom? This mixed-methods study collected data from 32 elementary educators' regarding their perceptions about managing virtual classrooms. Data collection were conducted in two phases: online surveys and semi-structured interviews with six conveniently chosen participants based on years of teaching experience. The participants identified four themes as key elements of successfully managing a classroom: developing rules, explaining clear expectations, providing incentives, and building relationships. They also shared strategies that could be used in both the traditional and virtual classrooms, and revealed classroom management challenges and advantages in the online classroom. However, the study did not identify significant differences in online classroom management strategies utilized by novice and experienced teachers. (PsycInfo Database Record (c) 2022 APA, all rights reserved)