Teacher Perceptions on Parental Engagement During and After Pandemic Online Learning

Abstract

Prior to the spring 2020, education in the United States looked very similar to how it had always looked … students attended brick-and-mortar schools, used technology in their classrooms and homes to supplement their learning, and relied on the support of teachers as needed or wanted. Parents, for their part, were involved in the traditional supportive roles of checking over homework, monitoring attendance, and providing encouragement as warranted, and worked to balance this role with professional and community obligations and responsibilities. The COVID-19 pandemic swept across the globe, and parents as well as teachers were suddenly thrust into different and less familiar roles, as teaching and learning transitioned to a virtual experience. In examining this transition, a team consisting of researchers from Florida and North Carolina sought to determine the effectiveness of the parent roles in schooling from the educator perspective. In this chapter, the findings of this study are explored and analyzed, with recommendations made for research moving forward in this area.

Citation

Thornburg, A.W., Maddock, D., Abernathy, D.F. and Eadens, D.W. (2022), "Teacher Perceptions on Parental Engagement During and After Pandemic Online Learning", Ceglie, R.J., Abernathy, D.F. and Thornburg, A.W. (Ed.) Schoolchildren of the COVID-19 Pandemic: Impact and Opportunities, Emerald Publishing Limited, Leeds, pp. 99-122. https://doi.org/10.1108/978-1-80262-741-120221006