Document Type

Article

Publication Date

12-10-2020

Abstract

The coronavirus disease 2019 (COVID-19) has disrupted and posed great challenges for kindergarten-grade12 education systems. Initial studies on education and COVID-19 often focus on technology use, student learning, and school reopening plans. However, debates on the form of instruction become futile when stakeholders are unclear about what the competing values, issues, and priorities are. Using exploratory data analysis of a representative sample of US teachers and school leaders, this paper highlights key organisational issues and priorities in terms of addressing academic achievement gaps, students’ online engagement, and teachers’ and students’ health. More fundamentally, deeper issues are uncovered like equity for those doubly disadvantaged by the pandemic, student engagement in the face of more pressing concerns, and health both physical and mental. More theoretically, the research contributes to understanding schools’ responses to societal crises and the need to clarify competing values during decision-making in the face of such crises.

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