Effective practices during emergency school lockdowns: shared experiences of four Australian schools

Kearney, M; Schuck, S; Fergusson, J; Perry, R

Effective practices during emergency school lockdowns: shared experiences of four Australian schools

Kearney, M

Schuck, S

Fergusson, J Perry, R

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Publisher:: Springer Science and Business Media LLC
Publication Type:: Journal Article
Citation:: The Australian Educational Researcher

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Field	Value	Language
dc.contributor.author	Kearney, M https://orcid.org/0000-0002-6396-0418
dc.contributor.author	Schuck, S https://orcid.org/0000-0001-7482-0480
dc.contributor.author	Fergusson, J
dc.contributor.author	Perry, R
dc.date.accessioned	2022-11-14T01:20:58Z
dc.date.available	2022-11-14T01:20:58Z
dc.identifier.citation	The Australian Educational Researcher
dc.identifier.issn	0311-6999
dc.identifier.issn	2210-5328
dc.identifier.uri	http://hdl.handle.net/10453/163428
dc.description.abstract	<jats:title>Abstract</jats:title><jats:p>This study investigates common features of a set of diverse schools’ responses to the initial school lockdown period during the pandemic in 2020, with a focus on practices supporting learning, inclusion and wellbeing. It comprises a collective case study of four Australian schools that were selected based on their reputation for impactful support of students and teachers during the emergency remote teaching period. Methods included interviews and focus groups with school leaders, teachers and students. The schools had widely differing contexts, technology access and student needs. Despite these varied contexts, the findings provided important insights into common practices supporting effective remote teaching. Emerging principles of effective practice illuminate ways forward to mitigate the significant risks accompanying emergency remote teaching, and guide practices in a variety of school contexts. </jats:p>
dc.language	en
dc.publisher	Springer Science and Business Media LLC
dc.relation	The Association of Independent Schools of New South Wales Ltd
dc.relation.ispartof	The Australian Educational Researcher
dc.relation.isbasedon	10.1007/s13384-022-00588-3
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	13 Education
dc.subject.classification	Education
dc.title	Effective practices during emergency school lockdowns: shared experiences of four Australian schools
dc.type	Journal Article
utslib.for	13 Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
pubs.organisational-group	/University of Technology Sydney/Strength - CREDS - Centre for Research on Education in a Digital Society
utslib.copyright.status	open_access	*
dc.date.updated	2022-11-14T01:20:57Z
pubs.publication-status	Published online

Abstract:

AbstractThis study investigates common features of a set of diverse schools’ responses to the initial school lockdown period during the pandemic in 2020, with a focus on practices supporting learning, inclusion and wellbeing. It comprises a collective case study of four Australian schools that were selected based on their reputation for impactful support of students and teachers during the emergency remote teaching period. Methods included interviews and focus groups with school leaders, teachers and students. The schools had widely differing contexts, technology access and student needs. Despite these varied contexts, the findings provided important insights into common practices supporting effective remote teaching. Emerging principles of effective practice illuminate ways forward to mitigate the significant risks accompanying emergency remote teaching, and guide practices in a variety of school contexts.

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http://hdl.handle.net/10453/163428