Addressing student engagement during Covid-19

Secondary STEM teachers attend to the affective dimension of learner needs

Bibliographic Data

ID21743955
AuthorsTiffany Roman (0000-0002-7172-8467, Kennesaw State University, corresponding author), Laurie Brantley‐Dias (0000-0002-0093-8272, Kennesaw State University), Michael Dias (0000-0001-5456-4918, Kennesaw State University), Belinda Edwards (0000-0002-4367-1467, Kennesaw State University)
Year2022
Volume54
Issuesup1
Publication date2022-01-31
Open AccessNo
TypeARTICLE
VenueJournal of Research on Technology in Education (JOURNAL)
Journal identifiersISSN: 1539-1523 • E-ISSN: 1945-0818
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/15391523.2021.1920519
OpenAlexW3187670677
LanguageNL
Citations received7
References cited43

This case study examines how a cohort of eleven induction secondary STEM teachers engaged learners during the onset of COVID-19 and their designs for student engagement given an online or blended teaching context in fall 2020. Participants attended a summer professional development workshop guided by trauma-informed teaching practices and learner engagement conceptual frameworks. Through the analysis of teacher artifacts and interviews, we identified dimensions of student engagement that teachers prioritized. Results indicate a marked increase in teachers’ attention to affective and social dimensions of learner engagement. We argue that teacher awareness and action in the affective domain of student engagement is critical during times of trauma

Mathematics education · Pedagogy · Professional development · Student engagement · Early Childhood Education and Development · Medicine · Psychology · Teacher Education and Leadership Studies · Youth Development and Social Support

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