ERIC Number: EJ1349029
Record Type: Journal
Publication Date: 2022
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Teaching through a Pandemic: Possibilities for Student Engagement Created by University-School-Community Partnership
Peña, Daniel; Hemans, Patricia Benitez; Susholtz, Lynn
PDS Partners: Bridging Research to Practice, v17 n2 p84-94 Sum 2022
In this article, the authors examine their collaboration on a joint ELA-art-mindfulness project before and during the COVID-19 pandemic. The following chronicles the impact of the pandemic on the project and on student engagement, key takeaways from teaching and collaborating during a virtual school year, and the implementation of said takeaways as school returned to in-person instruction. The authors also reflect on their university-school-community partnership and plans for future collaboration.
Descriptors: College School Cooperation, Teaching Methods, Pandemics, COVID-19, Futures (of Society), English, Language Arts, Metacognition, Learner Engagement, Distance Education, In Person Learning, Partnerships in Education, Faculty Development, Service Learning, English Teachers, Artists, Doctoral Students, Student Projects, Active Learning, High School Students, Interdisciplinary Approach, Teacher Attitudes, Holistic Approach, Art Products, Social Justice
National Association for Professional Development Schools. 1300 Pennsylvania Avenue NW #190-611, Washington, DC 20004. Tel: 855-936-2737; e-mail: Info@napds.org; Web site: https://napds.org/publications-resources-from-napds/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A