Exploring the impact of COVID-19 on the grammar of schools in project-based learning contexts
While scholars and public figures have positioned the COVID-19 pandemic as an opportunity for school reform, the response to this potential for change by teachers remains underexplored. In turn, we attend to the following research question: how do teachers at project-based learning high schools conc...
| Main Authors: | , , |
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| Other Authors: | |
| Format: | Article |
| Language: | English |
| Published: |
Springer Netherlands
2024
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| Online Access: | https://hdl.handle.net/1721.1/157560 |
| _version_ | 1824458027374215168 |
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| author | Woods, Peter J. Anderson, Emma Hira, Avneet |
| author2 | Massachusetts Institute of Technology. Program in Comparative Media Studies/Writing |
| author_facet | Massachusetts Institute of Technology. Program in Comparative Media Studies/Writing Woods, Peter J. Anderson, Emma Hira, Avneet |
| author_sort | Woods, Peter J. |
| collection | MIT |
| description | While scholars and public figures have positioned the COVID-19 pandemic as an opportunity for school reform, the response to this potential for change by teachers remains underexplored. In turn, we attend to the following research question: how do teachers at project-based learning high schools conceptualize the changes to education that have occurred in response to the COVID-19 pandemic? In analyzing temporally dispersed interviews with eight teachers from four different schools in the United States between 2020 and 2022, we found that participants recognized changes in the pedagogies, curricula, assessments, and structures in their school systems. In particular, teachers conceptualized these educational shifts through the lenses of technological change, a push for student-centered practices, and an embrace of real world applications of learning. However, they also described a reversal of these changes once in person schooling returned, illustrating an inability of the pandemic to affect the “grammar of schools” (Tyack & Tobin, 1994). |
| first_indexed | 2025-02-19T04:19:22Z |
| format | Article |
| id | mit-1721.1/157560 |
| institution | Massachusetts Institute of Technology |
| language | English |
| last_indexed | 2025-02-19T04:19:22Z |
| publishDate | 2024 |
| publisher | Springer Netherlands |
| record_format | dspace |
| spelling | mit-1721.1/1575602024-12-21T06:08:15Z Exploring the impact of COVID-19 on the grammar of schools in project-based learning contexts Woods, Peter J. Anderson, Emma Hira, Avneet Massachusetts Institute of Technology. Program in Comparative Media Studies/Writing While scholars and public figures have positioned the COVID-19 pandemic as an opportunity for school reform, the response to this potential for change by teachers remains underexplored. In turn, we attend to the following research question: how do teachers at project-based learning high schools conceptualize the changes to education that have occurred in response to the COVID-19 pandemic? In analyzing temporally dispersed interviews with eight teachers from four different schools in the United States between 2020 and 2022, we found that participants recognized changes in the pedagogies, curricula, assessments, and structures in their school systems. In particular, teachers conceptualized these educational shifts through the lenses of technological change, a push for student-centered practices, and an embrace of real world applications of learning. However, they also described a reversal of these changes once in person schooling returned, illustrating an inability of the pandemic to affect the “grammar of schools” (Tyack & Tobin, 1994). 2024-11-18T17:49:17Z 2024-11-18T17:49:17Z 2024-11-15 2024-11-17T04:24:16Z Article http://purl.org/eprint/type/JournalArticle https://hdl.handle.net/1721.1/157560 Woods, P.J., Anderson, E. & Hira, A. Exploring the impact of COVID-19 on the grammar of schools in project-based learning contexts. J Educ Change (2024). PUBLISHER_CC en https://doi.org/10.1007/s10833-024-09522-z Journal of Educational Change Creative Commons Attribution https://creativecommons.org/licenses/by/4.0/ The Author(s) application/pdf Springer Netherlands Springer Netherlands |
| spellingShingle | Woods, Peter J. Anderson, Emma Hira, Avneet Exploring the impact of COVID-19 on the grammar of schools in project-based learning contexts |
| title | Exploring the impact of COVID-19 on the grammar of schools in project-based learning contexts |
| title_full | Exploring the impact of COVID-19 on the grammar of schools in project-based learning contexts |
| title_fullStr | Exploring the impact of COVID-19 on the grammar of schools in project-based learning contexts |
| title_full_unstemmed | Exploring the impact of COVID-19 on the grammar of schools in project-based learning contexts |
| title_short | Exploring the impact of COVID-19 on the grammar of schools in project-based learning contexts |
| title_sort | exploring the impact of covid 19 on the grammar of schools in project based learning contexts |
| url | https://hdl.handle.net/1721.1/157560 |
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