Secondary and Middle Grades Education in the Era of COVID-19- A Contested Field
Location
Session 4 Presentations - COVID-19 & K-12 Education
Proposal Track
Research Project
Session Format
Presentation
Abstract
The advent of COVID-19 has led to varying demands from all school stakeholders in the educational landscape but nowhere is this demand more contested than in secondary and middle grades education. With respect to teacher educational philosophies, epistemology, teaching methods, curriculum design, and school community relations. COVID-19 is forcing educators to reexamine their basic assumptions about secondary and middle grades education in such areas as teacher autonomy vis a vis school community relation, mask mandate, school health, trauma, asynchronous and synchronous learning. Are stakeholders and educators taking responsibilities for their actions in this contested arena? As educators how cam we successfully navigate this contested field for the benefit of our students? This paper offers suggestions for such an approach.
Keywords
COVID-19, Secondary and Middle Grades Education, Responsibilities.
Professional Bio
Dr. Augustine Amenyah is a graduate of the University of Georgia and Georgia State University. He teaches Educational Psychology courses in the Bagwell College of Education in Secondary and Middle Grades Education. His researches student learning, trauma and its effects on school aged children, diversity education, multicultural education and teacher professionalism.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Amenyah, Augustine M., "Secondary and Middle Grades Education in the Era of COVID-19- A Contested Field" (2021). Georgia Educational Research Association Conference. 82.
https://digitalcommons.georgiasouthern.edu/gera/2021/2021/82
Secondary and Middle Grades Education in the Era of COVID-19- A Contested Field
Session 4 Presentations - COVID-19 & K-12 Education
The advent of COVID-19 has led to varying demands from all school stakeholders in the educational landscape but nowhere is this demand more contested than in secondary and middle grades education. With respect to teacher educational philosophies, epistemology, teaching methods, curriculum design, and school community relations. COVID-19 is forcing educators to reexamine their basic assumptions about secondary and middle grades education in such areas as teacher autonomy vis a vis school community relation, mask mandate, school health, trauma, asynchronous and synchronous learning. Are stakeholders and educators taking responsibilities for their actions in this contested arena? As educators how cam we successfully navigate this contested field for the benefit of our students? This paper offers suggestions for such an approach.
