Parent-teacher relationship vital to home schooling during lockdown



ANI |
Updated:
Dec 03, 2021 12:04 IST

Cambridge [UK], December 3 (ANI): A recent research has emphasised the importance of the relationship between parents and teachers during the lockdown to provide academic assistance to the students as well as practical and emotional support.
The findings of the study were published in the journal ‘Educational Review’.
With schools closed from March 2020 until the end of the academic year and again from January 2021, pupils were taught online. This put an expectation on parents to shoulder some of the responsibility in ensuring pupils were engaged in their learning and to try and minimise some of the disadvantages faced by pupils from lower-income families who may not have had access to the same learning equipment or facilities as others.
Academics from Anglia Ruskin University (ARU) led a team of researchers who surveyed 271 primary school teachers from across the country during June and July 2000 and also carried out follow-up interviews with a smaller cohort in April this year to compare the second round of school closures from January 2021.
Participants worked in schools with differing levels of pupil premiums, with funding provided by the Government to schools based on the number of pupils in a school deemed to be at an economic or social disadvantage. Lower pupil premium schools had fewer children considered to be at a disadvantage, while higher pupil premium schools had more.
The vast majority (84 per cent) of teachers felt some pupils had been disadvantaged by school closures due to their home circumstances.

The researchers found that all teachers provided resources for parents to use at home, either created by them or using other sources. However, while pupils from schools with a lower pupil premium number were significantly better able to access all resources than those from schools with higher pupil premium numbers, middle-income families struggled to find the time to engage with homeschooling, with many working from home in white-collar professions during the pandemic.
The study highlighted the broad range of support that primary teachers gave to children and their parents during the pandemic, not only academically, but also practically and emotionally. Teachers kept in touch with parents more regularly, either through online calls or home visits, and as a result felt they gained a greater understanding of children’s home lives, which helped build trust.
Many gave examples of ways they supported families through other means, such as organising collaborations with charities to provide breakfasts for children, whose families were struggling to afford food, making up food hampers, and even providing loans. Some teachers provided specific sessions for parents to guide them through some of the teaching materials, or to boost their confidence.
Lead author Dr Sara Spear, Head of the School of Management at ARU, said, “The COVID-19 pandemic was a difficult and stressful time for many people, and for some families, it caused or exacerbated socio-economic difficulties. Our results showed that parental participation in schooling in middle-income families was predominantly impeded by parents’ work responsibilities, with one or both parents likely to be working, and long hours and high-pressured jobs leaving little time for supporting children’s home learning.”
“This was exacerbated in the second closure period, with more parents working, and increased expectations for children’s learning. Only the richest families had access to resources, such as private tuition and intensive private schooling that alleviated these pressures,” she added.
“It was clear from our research that a closer relationship between teachers and parents meant a greater understanding of the difficulties faced by some parents, and as a result teachers went above and beyond to try and make sure no child was left behind. Teachers are hopeful that this stronger relationship will lead to better engagement in future, with things like parents’ evenings being held online to encourage better attendance,” she stated.
“In the event of future school closures, schools should consult with parents when determining any requirements for learning at home, to ensure that this is inclusive for the families in their community. Schools should pay particular attention to access to technology, and consider parents’ ability and capacity to participate in schooling,” she concluded. (ANI)

Why NC State is a leader in online learning :: WRAL.com

This article was written for our sponsor, NC State Online.

Since the COVID-19 pandemic necessitated periods of social distancing and isolation, remote learning went from an exception to a norm. While many schools, universities and colleges were experimenting with online learning for the first time, at North Carolina State University, online learning has been around for decades.

In fact, the university even offered correspondence courses for years before there was an internet, mailing students VHS tapes, then later CDs and DVDs of instructional material. Students would watch or review that content and mail their assignments to their instructors. Today, N.C. State’s online graduate programs and certificates prepare students for in-demand jobs and career advancement.

N.C. State’s DELTA, or Digital Education and Learning Technology Applications, started in the year 2000 and aimed to support teaching and learning with technology both on and off campus. Now, two decades later, DELTA is still going strong — and N.C. State’s online programs are benefiting greatly from the wide variety of available services including course development and faculty support.

Michael Kanters, a professor in the university’s College of Natural Resources, has been a long-time advocate of online programs, and even serves as a coordinator for two fully online graduate programs.

“I’ve been a college professor for 35 years, so I’m always looking for creative ways to keep students and myself engaged, because the two go hand-in-hand. I’ve always been intrigued by the online environment, and I’m constantly looking for ways that technology could be integrated into my teaching, both as an opportunity to capitalize on my own interest, as well as to reach a broader audience for courses,” said Kanters. “There’s no perfect methodology for teaching out there, but I believe that online learning can cater to a wider array of people. It makes the courses more accessible, it accommodates a wider range of learning styles and it allows for flexibility for both the students and myself.”

In order to provide robust and refined online programs, N.C. State faculty members put in the time and effort to become experts in teaching with technology through attending workshops and conferences of all types.

By leveraging available resources and technologies, N.C. State is taking online learning to the next level — which proved to be an asset of distinction.

“We at N.C. State really are leaders in online education in the nation, and I think that’s a testament to the university’s dedication to prioritizing online learning, and pushing the envelope all the time as far as new technologies and techniques,” said Kanters. “The online world is an environment that is always moving and always changing. N.C. State has outstanding professionals that have a passion for not only bringing innovation to online learning and technologies, but also for sustaining the university.”

NC State Online : Spotlight : Inset_NCStateOnline_1-1

While Kanters has been accustomed to quality online learning, the shift to emergency remote teaching and learning has meant that every faculty member has been exposed not only to multiple learning technologies, but to new pedagogical approaches and the awareness that online education, when intentionally designed, can help students by supporting a more flexible approach to student learning.

Faculty who may not have thought about online learning before can now see the potential to reach more students by offering online sections of their courses — and N.C. State and DELTA are the model to follow.

“With the experiences we’ve had, not only during the pandemic but because we have a long history of offering outstanding online courses, N.C. State is in an excellent position to consider how we continue to offer a range of course types to students that match their needs, whether that is in-person, online or some blend of the two,” said Donna Petherbridge, interim vice provost for DELTA.

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“Moving forward, the key to our success will be to keep the student experience as our front-and-center touchstone, ensuring we are delivering courses via innovative technologies and pedagogical practices, and paying close attention to other support services that students may need to be successful.”

“Having come through the pandemic has really highlighted what people can do and how students can learn online — it’s one of the silver linings of the pandemic, because it’s brought some attention to online learning,” added Kanters. “But there are still people out there who may be afraid of it and students that don’t think that they can learn effectively in this environment.”

“If those courses are structured well, I truly believe there isn’t a course out there that can’t be taught effectively in this medium.”

This article was written for our sponsor, NC State Online.

Hawaii DOE | Waiakea High School’s Whitney Aragaki named 2022 Hawaii State Teacher of the Year

The Hawaiʻi State Department of Education (HIDOE) today named Waiākea High School teacher Whitney Aragaki the 2022 Hawaiʻi State Teacher of the Year. Aragaki received the state’s top teaching award from Gov. David Ige and Interim Superintendent Keith Hayashi during a virtual awards ceremony this afternoon.

Aragaki will represent Hawaiʻi in the National Teacher of the Year program. The honor is presented annually to a classroom teacher selected from more than 13,000 HIDOE educators. Aragaki was among 15 Complex Area Teachers of the Year and the Charter School Teacher of the Year recognized today.

“Whitney’s innovative approach to teaching offers students meaningful cultural and place-based learning opportunities that are both rigorous and relevant to our young learners,” Interim Superintendent Hayashi said. “Science can be an intimidating subject for students, but Whitney successfully engages her students in exciting and empowering ways.

Aragaki has been teaching at Waiākea High for 10 years and currently serves as a 10th-grade biology and Advanced Placement (AP) Environmental Science teacher. Her classroom activities are known to put students in touch with their local communities and are designed around learning through problem solving. Beyond science, Arakgaki’s educational activities offer students opportunities to elevate their leadership and civic responsibility within the community.

In 2018 the Department awarded Aragaki an innovation grant to support her proposal for Science Buddies, a program where AP science students could make an impact on the next generation of science learners in their own community by creating standards-based lessons for elementary classrooms. What resulted from the program were hands-on, locally based, and academically rigorous activities for over 250 students in grades 3-5.

While challenging, Aragaki’s methods of teaching have invited students to explore the world of science. “Mrs. Aragaki perseveres on a daily basis to provide her students with the proper experience, knowledge and environment they need to open up to being willing to engage in STEM,” Waiākea High alumna Lela DeVine shared. “The honesty and transparency throughout the classroom that allows her students to feel safe and inclusive is what sets Mrs. Aragaki apart from any teacher I have ever had.”

Also an alumna of Waiākea High, Aragaki has worked to further improve her school community through the creation of the peer-to-peer Warrior Professional Learning Community (PLC). After noticing a large turnover of teachers at her school, Aragaki initiated this teacher induction and mentoring group for those both new to the school and new to the profession to help foster a greater sense of school culture and belonging. Through the New Warrior PLC, new teachers receive training on career academies, how to support future first-generation college students, classroom technology integration, and other professional development sessions by school-based teacher leaders.

“Mrs. Aragaki’s commitment to excellence goes far beyond her teaching and the four corners of her classroom,” Waiākea High Principal Kelcy Koga said. “She sees the benefits that a sound education can provide, and is willing to go above and beyond the call of duty to not only serve her students but her colleagues and school community as well.”

In addition to her classroom teacher role, Aragaki has taught AP Environmental Science, AP Statistics and AP Computer Science Principles for the statewide Hawaiʻi Virtual Learning Network’s E-School since 2013. She is the lead teacher of the Waiākea High Public Services Academy, which was recognized as a National Model Academy under the National Career Academy Coalition in 2018. A National Board Certified Teacher, Aragaki was also a 2019 and 2021 state finalist for the Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST). 

The full list of finalists honored today are, in alphabetical order:

  • ʻĀina Akamu, Ka‘ū-Keaʻau-Pāhoa Complex Area, Kaʻū High & Pāhala Elementary.
  • Wesley Capdepon, Honoka‘a-Kealakehe-Kohala-Konawaena Complex Area, Honokaʻa Elementary.
  • Cara Chaudron, Public Charter Schools, SEEQS: The School for Examining Essential Questions of Sustainability.
  • Trisha Gibson, ‘Aiea-Moanalua-Radford Complex Area, ‘Aiea Elementary.
  • Wendy Gumm, Nānākuli-Waiʻanae Complex Area, Nānāikapono Elementary.
  • Ashley Ito-Macion, Pearl City-Waipahu Complex Area, Kanoelani Elementary.
  • Corrie Izumoto, Kaimukī-McKinley-Roosevelt Complex Area, Kawānanakoa Middle.
  • Jim Kunimitsu, Campbell-Kapolei Complex Area, Pōhākea Elementary.
  • Richard Lau, Kailua-Kalāheo Complex Area, Kalāheo High.
  • Theresa Malone, Kapaʻa-Kauaʻi-Waimea Complex Area, Kalāheo Elementary.
  • Jeni Miyahira, Leilehua-Mililani-Waialua Complex Area, Mililani High.
  • Miyuki Sekimitsu, Castle-Kahuku Complex Area, Kāne‘ohe Elementary.
  • Wendy Shigeta, Farrington-Kaiser-Kalani Complex Area, Haha‘ione Elementary.
  • Bill Tatro, Hāna-Lahainaluna-Lānaʻi-Molokaʻi Complex Area, Lahainaluna High.
  • Lisa Yamada, Baldwin-Kekaulike-Maui Complex Area, Wailuku Elementary.

Today’s virtual ceremony included:

  • Honorariums to each finalist by Hawaiian Electric Co. 
  • A one-year lease of a 2022 Subaru Impreza courtesy of Subaru Hawaii to the winner.

The Recorder – Selectboard, supt. mull capital projects as Sunderland Elementary School repairs mount

SUNDERLAND — As the list of repairs and maintenance for Sunderland Elementary School increases, Superintendent Darius Modestow met with the Selectboard this week to begin discussions about how to address them.

The group came away from the discussion determining that the Union 38 School District and the town will need to cooperate to evaluate their methods of funding.

“We’re not solving this problem with the current setup and that’s my message tonight,” Modestow said. “The system in which we need to address these capital needs is broken right now. We’re not going to be able to address these needs in the current way we do things.”

Currently, the Union 38 School District’s budget does not include capital improvements. Meanwhile, Sunderland’s capital budget covers the entire town, but does not set aside any money specifically for the school. The discussion led to Selectboard Chair Tom Fydenkevez proposing that the district determine an annual maintenance cost so a designated capital fund can be created.

“To do it right, you have to identify how much you need per year to maintain the school,” Fydenkevez said to Modestow. “I like that idea. … It has to be used for capital expenditures. You’re designating money and it’s going to be used for that reason.”

Another option Modestow proposed was possibly taking out a joint loan with Sunderland if the town already has capital improvement ideas.

“I wanted to bring it to your attention because I’m wondering if the town has other facility projects … that it wants to group together and possibly do a loan,” Modestow said. “I wanted to put it on your radar because it’s getting to a scope that’s a little bit bigger than the School Committee alone can handle and we’re going to have to work together.”

Modestow highlighted the need to replace glycol in the sprinklers, a non-functioning intercom and a dishwasher that constantly breaks down as the immediate needs for the school, but said much larger projects such as window replacements and the installation of air conditioning in the gym are on the horizon. Modestow anticipates the list “will keep getting longer.”

Fydenkevez said a loan is not out of the question because Sunderland doesn’t “have a lot of debt in town right now.” He said residents could be persuaded to take on a loan or designate money if the school can clearly identify what projects need to be addressed.

“We’ve retired a lot of our debt over the past few years. We have the capacity to talk to the citizens of our town and say, ‘Hey look, this is gonna set the school up for another 15, 20 years,’” Fydenkevez said. He added that compiling a list of repairs would be more persuasive than “coming back every year and asking for another $50,000 for this or $30,000 for this” because “it’s much harder than trying to do this stuff all together.”

Modestow later told the Greenfield Recorder the meeting was productive in laying out the particular challenges Sunderland Elementary School is facing.

“It was the first step to start the conversation to make them aware of what the elementary school’s needs are,” Modestow said by phone. “As the building ages, we start to get more and more higher-priced repairs.”

He said Sunderland Elementary is at the age where a full renovation isn’t necessary, but significant repairs are starting to add up. He noted the three other elementary schools in the Union 38 School District are not seeing a growing list of repairs “to the same degree” because they are made of brick.

“Their buildings are made of brick and this is made of wood,” Modestow said. “That’s the honest truth.”

He clarified his statements from Monday’s meeting about the “broken” system for addressing capital improvements and said the system is “broken for the amount of repairs we have at this time.”

“We don’t have capital as part of the elementary budget. … We’ve been going to the town and that list is getting big enough,” Modestow said, “that we’re not going to get things done at an appropriate pace.”

Chris Larabee can be reached at [email protected] or 413-930-4081.

What to Know About Choosing Between Housing on or off Campus | Paying for College

First-year college students often are expected or required to live in residence halls or dormitories. In subsequent years, it’s usually up to those students to decide whether to reside on or off campus.

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“We believe that living on campus for your entire time here during your college career really helps to complement your educational career,” says George Stroud, vice president and dean of student life at Dickinson. “It connects you more with the campus, with the facilities, with your peers and with the faculty. It allows students to easily access programs and labs and things of that nature. And so we really believe that having students here on campus for the four years really helps to build a better community.”

There are exceptions, however. At OWU, a student is exempt from the requirement if he or she is a commuter, fifth-year senior, at least 23 years of age, married, a parent to a dependent child, has medical or psychological needs that cannot be met by the institution or lives with parents or a legal guardian.

Living on campus has been shown to increase graduation and retention rates as well as improve academic performance, especially among first-year students, says Dwayne K. Todd, vice president of student engagement and success and dean of students at OWU.

“A number of indicators around success are quite clear in decades of research,” he adds, “so that’s why schools like ours do have a living requirement to create the best environment for student success.”

Residential housing is not limited to shared dorm rooms and communal bathrooms. Other alternatives include suites, apartments, Greek houses or living-learning communities for students with shared interests.

On-campus students have access to services and resources such as residence life staff who can provide assistance if a housing issue arises.

“The social experience of living with so many fellow new students is a unique opportunity to make lifelong friendships,” Brendon Dybdahl, spokesperson for university housing at the University of Wisconsin-Madison, wrote in an email. “Our staff can help students navigate roommate issues or move to another room if necessary, while students who live off-campus are locked into a lease with few options to manage roommate conflicts. We also have academic resources in our residence halls for tutoring, advising and class sections.”

It can also be a safer environment, especially during the coronavirus pandemic as residential students were regularly monitored, quarantined and tested, says Rose Pascarell, vice president for university life at George Mason University in Virginia.

“We have a vaccine clinic on campus,” she adds. “There’s also a health clinic on campus staffed by physicians, nurse practitioners and physician assistants that residential students have access to. … I can tell you on any given week how many students on campus had tested positive. We had a way to quarantine those students in a residence hall that was off limits to everyone except those that were exposed.”

On the other hand, off-campus living provides a student with more independence, as he or she is not constrained to school housing policies. It can also be better for students with severe food allergies or dietary restrictions, according to Cyndy McDonald, a career coach in California and member of the Independent Educational Consultants Association.

Cost Comparison

At first glance, off-campus housing can appear as the less-expensive option. But the additional expenses outside of rent like utilities, groceries, internet access, cable and furniture are often overlooked.

“I would encourage students to really read their contracts,” says Lisa Ortiz, interim director of housing and residence life at Ferris State University in Michigan. “That is something that I’ve heard from students that they don’t realize those hidden fees and the different aspects of what the contracts are truly telling them in terms of cleaning and other things as they move out of the apartment. So we definitely want our students to fully understand what they’re committing to.”

To reduce off-campus costs, some students choose to overpack houses or apartments, sometimes with four or five people in a two-bedroom house, experts say.

But unlike off-campus housing, the total cost of living on campus is typically all-inclusive – covering rent, utilities, furniture, Wi-Fi and a meal plan.

At GMU, where students are encouraged to live on campus for at least the first year, the average cost of a traditional double room with an “Independence Plan” – the mandatory meal plan for residential freshman and sophomores with unlimited access to dining halls – is $12,630 for the 2021-2022 school year. The school estimates off-campus housing – outside of living with parents – to be $13,268, but prices can be higher or lower based on number of residents.

Another factor that plays into cost is the length of a lease. Residence halls follow an academic schedule while landlords at off-campus properties often require a full year. In such cases, students not taking summer classes must either pay for an additional three months or, if permitted, sublet to a replacement tenant.

Some experts say it’s a toss-up between the price differences of living on or off campus because costs can vary based on many components, including location and convenience. Therefore, when making a decision about housing, students should consider more than just the price tag.

“Take a look at your grades, see how you’re doing,” says Russell Mast, vice president for student affairs at Morehead State University in Kentucky. “If you’re struggling then I would say try to stay on campus because those support units are there for you. But if you know how to balance life, if you’re good at time management and budgeting, then take a look at living off campus.”

Financial Aid Options

Though prices are comparable, schools like Ferris State offer financial incentives to students who choose to live on campus. Admitted students can earn up to $2,000, for example, through the school’s Bulldog Housing Bonus program. To qualify, a student must attend a virtual housing information session and submit a housing contract.

Financial aid is also available for off-campus living.

When filling the Free Application for Federal Student Aid, also known as the FAFSA, a student indicates whether he or she plans to live on campus, off campus or with a parent. A set budget is allocated to each student by a college that can be used for rent, utilities, groceries and other housing-related expenses. If the aid does not cover the full cost of rent for the year, students can file an appeal, and documentation is required, according to McDonald.

She adds that student loans are most commonly used to help pay room and board fees.

“Don’t hesitate to ask the financial aid office,” McDonald says. “There’s nothing wrong with being the squeaky wheel. If you don’t know, keep asking. And there’s nothing wrong with writing an appeal. If you are not getting enough money and you need a little bit more then don’t be afraid to ask for more. All they can do is say no. But they can’t say yes if you don’t ask.”

New study reveals extent of practical and emotional support offered by teachers — ScienceDaily

A research survey of primary school teachers in England has emphasised the importance of the relationship between parents and primary schools during lockdown school closures, with teachers providing a range of practical and emotional support alongside academic assistance to parents to try and negate perceived disadvantages in home circumstances.

With schools closed from March 2020 until the end of the academic year and again from January 2021, pupils were taught online. This put an expectation on parents to shoulder some of the responsibility in ensuring pupils were engaged in their learning and to try and minimise some of the disadvantages faced by pupils from lower income families who may not have had access to the same learning equipment or facilities as others.

Academics from Anglia Ruskin University (ARU) led a team of researchers who surveyed 271 primary school teachers from across the country during June and July 2000, and also carried out follow-up interviews with a smaller cohort in April this year to compare the second round of school closures from January 2021.

Participants worked in schools with differing levels of pupil premiums, which is additional funding provided by the Government to schools based on the number of pupils in a school deemed to be at an economic or social disadvantage. Lower pupil premium schools had fewer children considered to be at a disadvantage, while higher pupil premium schools had more.

The vast majority (84{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) of teachers felt some pupils had been disadvantaged by school closures due to their home circumstances.

The researchers found that all teachers provided resources for parents to use at home, either created by themselves or using other sources. However, while pupils from schools with a lower pupil premium number were significantly better able to access all resources than those from schools with higher pupil premium numbers, middle income families struggled to find the time to engage with home schooling, with many working from home in white collar professions during the pandemic.

The study highlights the broad range of support that primary teachers gave to children and their parents during the pandemic, not only academically, but also practically and emotionally. Teachers kept in touch with parents more regularly, either through online calls or home visits, and as a result felt they gained a greater understanding of children’s home lives, which helped build trust.

Many gave examples of ways they supported families through other means, such as organising collaborations with charities to provide breakfasts for children whose families were struggling to afford food, making up food hampers, and even providing loans. Some teachers provided specific sessions for parents to guide them through some of the teaching materials, or to boost their confidence.

Lead author Dr Sara Spear, Head of the School of Management at ARU, said: “The COVID-19 pandemic was a difficult and stressful time for many people, and for some families it caused, or exacerbated, socio-economic difficulties.

“Our results showed that parental participation in schooling in middle income families was predominantly impeded by parents’ work responsibilities, with one or both parents likely to be working, and long hours and high-pressured jobs leaving little time for supporting children’s home learning.

“This was exacerbated in the second closure period, with more parents working, and increased expectations for children’s learning. Only the richest families had access to resources, such as private tuition and intensive private schooling, that alleviated these pressures.

“It was clear from our research that a closer relationship between teachers and parents meant a greater understanding of the difficulties faced by some parents, and as a result teachers went above and beyond to try and make sure no child was left behind. Teachers are hopeful that this stronger relationship will lead to better engagement in future, with things like parents’ evenings being held online to encourage better attendance.

“In the event of future school closures, schools should consult with parents when determining any requirements for learning at home, to ensure that this is inclusive for the families in their community. Schools should pay particular attention to access to technology, and consider parents’ ability and capacity to participate in schooling.”