School Closure and its Impact on Education
Dominique Hyler & Liyuan Zhang
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07/29/2020
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This research is about school closure and its impact on education. We asked educators about remote learning and their concerns. We learned that students with disabilities and low-income students are at a greater risk of falling behind. Educators weren't providing direct instruction every day. This research is helpful to understand the upcoming school year and where to provide extra help.
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- [00:00:01.740]Hello everyone, this is Liyuan Zhang
- [00:00:05.270]and the Dominique Hyler, where today's presentation is going
- [00:00:09.670]to focus on school closure and its impact on education.
- [00:00:14.300]I hope today's presentation it will be helpful,
- [00:00:17.030]and provide some key information about,
- [00:00:20.130]how COVID-19 made influence,
- [00:00:23.593]influence students and educators.
- [00:00:27.317]Many parents and educators are worried about,
- [00:00:30.570]once a pandemic subsides,
- [00:00:32.520]students will return to school with lower achievement.
- [00:00:37.610]There a parallel between the crux situation,
- [00:00:41.160]and other reasons students miss schools,
- [00:00:43.990]and can give us insight into how COVID-19,
- [00:00:47.460]may affect students' achievement.
- [00:00:50.840]Like impacted, why school closure might impact the students,
- [00:00:55.570]because the impact might be larger in math than reading.
- [00:01:00.860]And there a potential positive effect of classroom
- [00:01:04.610]and family-style summer reading interventions,
- [00:01:07.700]and the low income children's reading comprehension.
- [00:01:12.590]Also there,
- [00:01:14.840]we do the research about,
- [00:01:16.840]which students are impacted the most.
- [00:01:19.520]Students with reading disabilities,
- [00:01:21.540]tend to decline in areas,
- [00:01:23.440]that require automatic reading skills.
- [00:01:27.490]Also in the academic year
- [00:01:29.970]was an unscheduled closures, school closure.
- [00:01:34.240]The result shows up impact of closure
- [00:01:36.950]are smaller for students in 5th and 8th grade.
- [00:01:45.120]Also we do,
- [00:01:47.520]these are from our the survey response pack,
- [00:01:50.890]and the way do the search, how are students impacted?
- [00:01:55.440]In the math and reading, learning modules,
- [00:01:58.140]lack academic structure, such as like,
- [00:02:01.620]teacher do not provide the lecture,
- [00:02:04.230]so students have no aim of where to learn.
- [00:02:07.610]Also students have stressful environment,
- [00:02:10.450]such as parents and family gives them stress.
- [00:02:15.640]Also from our survey respect, we do searches of,
- [00:02:19.610]how does the remote instruction will be look like.
- [00:02:23.010]Teachers will provide a zoom meeting,
- [00:02:24.870]recorded lecture or send packets to students.
- [00:02:28.490]Some reading and a math teacher
- [00:02:30.310]will use technology or website page.
- [00:02:33.510]We conduct a survey of remote instruction practice,
- [00:02:36.860]during school closure to the COVID-19 pandemic.
- [00:02:41.710]Also our topic provider are,
- [00:02:44.680]how will teacher provide reading math, writing activities.
- [00:02:49.910]And also teacher support,
- [00:02:52.230]how teachers support of students with a disability,
- [00:02:54.890]the types of accommodation.
- [00:02:58.780]So method for this survey and research,
- [00:03:02.620]randomly sampled elementary school teachers,
- [00:03:05.430]across the United States.
- [00:03:09.150]We sent out 5,745 emails
- [00:03:12.760]to reach 429 teacher responded.
- [00:03:17.230]With reaching out to different regions in the United States,
- [00:03:20.320]we got an evenly distributed, distributed set of data.
- [00:03:25.670]We first kind of focused on teacher demographics,
- [00:03:27.910]so we did the graphs of ages
- [00:03:31.060]between eight and 24 with 2%,
- [00:03:34.060]25 to 34 years old teachers
- [00:03:36.970]were in the bracket of 24%,
- [00:03:39.930]35 to 44 years old teachers
- [00:03:43.330]were in the 27 range,
- [00:03:45.470]and then 45 to 54 year old teachers,
- [00:03:48.860]were in the 29% range.
- [00:03:52.630]With that, 94% were female teachers,
- [00:03:56.450]and only 6% were male teachers.
- [00:03:59.200]Hispanic, Latino, and Spanish origin
- [00:04:02.030]had a 4% response rate,
- [00:04:06.670]the white community was 86%,
- [00:04:10.700]black or African American teachers were at 6%,
- [00:04:14.160]and American Indian or Alaska native were in at 1%,
- [00:04:18.690]and Asian at 3%.
- [00:04:22.400]With this survey, we had broken it down,
- [00:04:25.720]into four main categories.
- [00:04:28.050]The first one was demographic,
- [00:04:29.500]and we've focused on teacher,
- [00:04:31.480]as well as students demographics.
- [00:04:34.140]The second part of this survey,
- [00:04:37.850]was general questions about remote learning.
- [00:04:41.620]The third part of the survey was subject areas,
- [00:04:45.020]such a math reading and writing.
- [00:04:47.270]And the last area of the survey
- [00:04:49.870]was about special education, resources and accommodation.
- [00:04:53.820]So we would, we asked questions such as,
- [00:04:56.990]what grade level do you teach?
- [00:04:58.630]Is your school providing remote learning experiences
- [00:05:01.260]for students during school closure?
- [00:05:03.830]What kind of academic content are you providing to students?
- [00:05:07.950]And are you providing special accommodations
- [00:05:10.440]for students with disabilities?
- [00:05:14.760]Also after the survey response,
- [00:05:16.860]the way to have some resorts shows up.
- [00:05:20.200]They're only, there about 87% of teacher
- [00:05:23.130]were were holding live meeting with students.
- [00:05:26.270]Like they through the live meeting
- [00:05:28.470]weekly is a 48%,
- [00:05:32.430]some teachers do the live daily is 27%.
- [00:05:36.800]And we should notice one says,
- [00:05:38.559]there about 52% teachers says
- [00:05:42.640]that remote instructor, maybe in effective,
- [00:05:46.300]and 12% teachers saying it's not effective.
- [00:05:50.920]About 28% teachers saying it is effective.
- [00:05:57.160]Next slide, we will go to the reading skill,
- [00:05:59.810]how often do they provide direct reading skills?
- [00:06:03.880]We should notice where says
- [00:06:05.230]they're about 38% of teachers saying,
- [00:06:09.220]do not provide the instruction reading skills.
- [00:06:12.460]Only 15% teacher, and 27% teacher
- [00:06:16.040]will provide the reading skills,
- [00:06:18.950]every day and a few times a week.
- [00:06:22.420]Next slide, we will go to the math reading,
- [00:06:25.270]math, mathematical skills.
- [00:06:28.220]We also should note that there about 32% teacher
- [00:06:31.780]will, do not provide the direct instruction,
- [00:06:34.920]in mathematics skills.
- [00:06:36.840]About 12% teacher and the 29% teacher,
- [00:06:40.230]provides a skills of everyday or a few times a week.
- [00:06:45.830]Next slide, we we'll go to the instruction
- [00:06:49.470]for English language learner.
- [00:06:51.970]There are about 77 teacher serve students
- [00:06:54.790]who are designed as English language learners.
- [00:06:59.060]Also about 10% teacher provide instruction,
- [00:07:02.080]in a language other than English.
- [00:07:05.830]Next slide, we will go to instruction
- [00:07:08.550]for students with a disability.
- [00:07:12.330]Here are teachers,
- [00:07:14.540]teachers expected about 37 students,
- [00:07:20.270]who is student, who's with disability,
- [00:07:23.860]can expect to completely the same remote assignment
- [00:07:27.130]as general students.
- [00:07:29.330]There about 63% students
- [00:07:33.760]with a disability,
- [00:07:35.060]will complete a different assignment than other students,
- [00:07:39.040]and 69% teacher will provide a special accommodation
- [00:07:43.630]for students with a disability.
- [00:07:46.081]64 teachers meeting students with a disability
- [00:07:50.040]in small group, or one to one.
- [00:07:52.910]Also there are about 73% teacher,
- [00:07:55.640]providing service to students with disabilities.
- [00:08:00.910]These results are significant,
- [00:08:02.660]because we can see how being away from school,
- [00:08:05.730]affects students with disabilities and low income students.
- [00:08:09.700]Only 69% of teachers reported providing accommodations
- [00:08:14.420]to students with disabilities during school closures.
- [00:08:17.550]And only 28% of teachers,
- [00:08:19.530]think remote instructions are effective.
- [00:08:23.990]Hopefully this results can help us challenge institutions
- [00:08:26.980]to be prepared and help the most vulnerable,
- [00:08:28.900]to help the most vulnerable students.
- [00:08:31.640]Because only 20% of teachers provided direct instructions
- [00:08:35.300]in math skills every day,
- [00:08:37.540]15% of teachers provided direct instructions
- [00:08:40.030]in reading everyday,
- [00:08:41.880]and only 10% of teachers provided direct instructions
- [00:08:45.230]in writing skills everyday.
- [00:08:47.280]But these number we can only conclude
- [00:08:48.890]that low income students and students with disabilities,
- [00:08:51.670]are greater disadvantage for falling behind.
- [00:08:55.460]It is crucial for institutions to further screen students
- [00:08:58.530]at risk, in order to help them better,
- [00:09:00.510]and accommodate their education plans accordingly.
- [00:09:04.110]We can promote equity by providing students
- [00:09:06.590]with intervention programs for those who are behind.
- [00:09:10.380]These results can help institutions,
- [00:09:12.730]shape the next school year by supporting students
- [00:09:15.430]who fell farther behind due to factors so,
- [00:09:18.950]such as social economic status or disability.
- [00:09:23.050]The next couple of slides are reference pages,
- [00:09:26.970]and we wanted to thank our school advisors
- [00:09:31.470]and research advisors,
- [00:09:32.940]Marc Goodrich and Jessica Namkung, thank you.
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