Parents' insights about at-home learning during the COVID-19 pandemic / Brian Dillon.

Format:

Book

Thesis/Dissertation

Author/Creator:

Dillon, Brian, author.

Contributor:

Whitelaw, Jessica, degree supervisor.

University of Pennsylvania. Department of Educational Leadership, degree granting institution.

Language:

English

Subjects (All):

Educational leadership.

Educational leadership--Penn dissertations.

Penn dissertations--Educational leadership.

Local Subjects:

Educational leadership.

Educational leadership--Penn dissertations.

Penn dissertations--Educational leadership.

Genre:

Academic theses.

Physical Description:

1 online resource (169 pages)

Contained In:

Dissertations Abstracts International 82-12A.

Place of Publication:

[Philadelphia, Pennsylvania] : University of Pennsylvania ; Ann Arbor : ProQuest Dissertations & Theses, 2021.

Language Note:

English

System Details:

Mode of access: World Wide Web.

text file

Summary:

This research study sought to develop systematic ways for surfacing parents' knowledge and insights about how a neighborhood elementary charter school in a large east coast city has been responding to the COVID-19 pandemic and the challenges of systemic racism. As practitioner research, the study conceptualized parents as practitioners with whom school leaders could collaboratively theorize about providing a high-quality experience for all students. In my position as assistant principal, I conducted interviews and inquiry meetings with parents and staff. We co-generated knowledge about the ways in which stakeholder relationships and school planning impacted the experiences of students during the pandemic. I used emic coding approaches to foreground parents' perspectives on their children's experiences, their roles as parents during at-home learning, and their perspectives on the school's response to the pandemic. Their analysis presented empirical evidence that teachers fulfilled "deep equity roles" (Pollock et al., 2019) at the intersections of classroom life and online coursework. The parents' stance as practitioners, who are doing the deliberative, metatheoretical work of teaching and learning (Campano, 2009), showed their important role in school planning that prioritizes community-based epistemologies (Khalifa, 2018) and a shared responsibility for students' well-being (Cochran-Smith & Lytle, 2009) in high accountability contexts, within and beyond the pandemic.

Notes:

Source: Dissertations Abstracts International, Volume: 82-12, Section: A.

Advisors: Whitelaw, Jessica; Committee members: Diane Waff; T. Nichols.

Department: Educational Leadership.

Ed.D. University of Pennsylvania 2021.

Local Notes:

School code: 0175

ISBN:

9798516083037

Access Restriction:

Restricted for use by site license.

This item must not be sold to any third party vendors.