A tale of two pandemics
Teachers’ disproportionate views on student engagement in remote learning
Bibliographic Data
| ID | 13017228 |
|---|---|
| Authors | Donna Wake (0000-0003-2299-4934, Conway School of Landscape Design, corresponding author), Michael Mills (0000-0002-8054-1346, University of Central Arkansas) |
| Year | 2022 |
| Volume | 17 |
| Issue | 2 |
| Pages | 196-211 |
| Publication date | 2022-10-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal for Multicultural Education (JOURNAL) |
| Journal identifiers | ISSN: 2053-535X • E-ISSN: 2053-5368 |
| Publisher | Emerald Publishing Limited (PUBLISHER • GB) |
| DOI | 10.1108/jme-03-2022-0045 |
| OpenAlex | W4307563021 |
| Language | EN |
| Citations received | 1 |
| References cited | 14 |
Purpose This study aims to use culturally responsive pedagogy as a model to examine teachers’ views of the equity implications found within virtual instruction. Design/methodology/approach The researchers used a descriptive methods design based on survey research employing both fixed (quantitative) and open response (qualitative) options to curate teachers’ perceptions of their students’ abilities to engage in online learning. Findings Teachers articulated anxiety for student engagement based on access as well as concerns for student engagement and social emotional learning (SEL) connection. Data point to disparate views of students’ abilities to engage in remote learning based on demographic markers. Teachers also noted their own limitations in providing engaging online instruction that was culturally responsive and included social emotional learning (SEL) learning. Originality/value This study provided a unique opportunity to explore teachers’ perceptions of their students in online learning contexts as well as teachers’ perceptions of their own abilities to support diverse students in remote learning. Teachers’ responses indicated deficit views of their culturally and linguistically diverse students and signaled awareness of their own limitations in providing online instruction that was culturally responsive and student centered. Study findings point to a need to equip teachers with tools to mitigate systemic inequity in online contexts
Mathematics education · Originality · Pedagogy · Perception · Student engagement · Value (mathematics · Bullying, Victimization, and Aggression · Computer Science · Education Discipline and Inequality · Psychology · Social Psychology · Teacher Education and Leadership Studies
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |