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Supporting the Whole Child During Pandemic Remote Learning- [electronic resource]
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Supporting the Whole Child During Pandemic Remote Learning- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101641
- ISBN
- 9798380328135
- DDC
- 370
- 저자명
- Li, Amy Si.
- 서명/저자
- Supporting the Whole Child During Pandemic Remote Learning - [electronic resource]
- 발행사항
- [S.l.]: : University of Washington., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(124 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
- 주기사항
- Advisor: Jones, Janine.
- 학위논문주기
- Thesis (Ph.D.)--University of Washington, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약The education system is like a dialectical system that holds both hope and harm in its operations. However, at the same time, the realities of the educational system have historically and continue to bring great harm to BIPOC communities and have hindered them from flourishing from the ideals of what schools have the potential to bring (Ladson-Billings, 2006). The pandemic further exacerbated racial inequities in the education system for BIPOC communities. This study conceptualized the school system as the unit of change and explored how a school system that has made institutional commitments in moving towards educational justice engaged in efforts to attend to the well-being of students and families during remote schooling. The Whole Child (WC) approach is a framework that conceptualizes school systems as spaces that can foster the overall well-being of the whole child and extends beyond social emotional programming in schools. However, the WC approach is limited in explicitly addressing race, power, and privilege and the ways school initiatives can perpetuate harm that can negatively affect the well-being of BIPOC students and families. Critical race theory (CRT) provides a theoretical framework in understanding racial dynamics, how they persist in systems, and a way forward. Thus, this study utilized the WC approach's conceptualization of well-being and the theoretical lens of CRT to examine and build upon the WC approach's limitations.Multiple linear regression models were run to explore the relationships between systemic practices and tenets of the WC approach. Findings from this study demonstrated that practices such as culturally responsive teaching, family engagement practices and a supportive work environment for educators were positively associated with the tenets of the WC approach. The pandemic created conditions that shifted family and engagement, brought further to the forefront the importance of fostering a supportive work environment for educators, and challenged educators to deliver instruction in innovative and culturally relevant ways. Few studies have centered school systems as units of change to foster the well-being of students while also utilizing the lens of critical race theory. The overall aim of this study was to bring forth findings that may encourage school systems to build upon practices that support the well-being of students using a critical lens and to continue to think beyond the physical confines of the school building to engage in innovative, unconventional, and culturally responsive practices that better meet the needs of BIPOC communities.
- 일반주제명
- Educational psychology.
- 일반주제명
- Educational technology.
- 일반주제명
- Educational evaluation.
- 키워드
- COVID-19
- 키워드
- Remote learning
- 키워드
- School systems
- 키워드
- Whole Child
- 기타저자
- University of Washington Education
- 기본자료저록
- Dissertations Abstracts International. 85-03A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520240214101641
■006m o d
■007cr#unu||||||||
■020 ▼a9798380328135
■035 ▼a(MiAaPQ)AAI30632578
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aLi, Amy Si.
■24510▼aSupporting the Whole Child During Pandemic Remote Learning▼h[electronic resource]
■260 ▼a[S.l.]:▼bUniversity of Washington. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(124 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-03, Section: A.
■500 ▼aAdvisor: Jones, Janine.
■5021 ▼aThesis (Ph.D.)--University of Washington, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aThe education system is like a dialectical system that holds both hope and harm in its operations. However, at the same time, the realities of the educational system have historically and continue to bring great harm to BIPOC communities and have hindered them from flourishing from the ideals of what schools have the potential to bring (Ladson-Billings, 2006). The pandemic further exacerbated racial inequities in the education system for BIPOC communities. This study conceptualized the school system as the unit of change and explored how a school system that has made institutional commitments in moving towards educational justice engaged in efforts to attend to the well-being of students and families during remote schooling. The Whole Child (WC) approach is a framework that conceptualizes school systems as spaces that can foster the overall well-being of the whole child and extends beyond social emotional programming in schools. However, the WC approach is limited in explicitly addressing race, power, and privilege and the ways school initiatives can perpetuate harm that can negatively affect the well-being of BIPOC students and families. Critical race theory (CRT) provides a theoretical framework in understanding racial dynamics, how they persist in systems, and a way forward. Thus, this study utilized the WC approach's conceptualization of well-being and the theoretical lens of CRT to examine and build upon the WC approach's limitations.Multiple linear regression models were run to explore the relationships between systemic practices and tenets of the WC approach. Findings from this study demonstrated that practices such as culturally responsive teaching, family engagement practices and a supportive work environment for educators were positively associated with the tenets of the WC approach. The pandemic created conditions that shifted family and engagement, brought further to the forefront the importance of fostering a supportive work environment for educators, and challenged educators to deliver instruction in innovative and culturally relevant ways. Few studies have centered school systems as units of change to foster the well-being of students while also utilizing the lens of critical race theory. The overall aim of this study was to bring forth findings that may encourage school systems to build upon practices that support the well-being of students using a critical lens and to continue to think beyond the physical confines of the school building to engage in innovative, unconventional, and culturally responsive practices that better meet the needs of BIPOC communities.
■590 ▼aSchool code: 0250.
■650 4▼aEducational psychology.
■650 4▼aEducational technology.
■650 4▼aEducational evaluation.
■653 ▼aBIPOC Communities
■653 ▼aCOVID-19
■653 ▼aEducational justice
■653 ▼aRemote learning
■653 ▼aSchool systems
■653 ▼aWhole Child
■690 ▼a0525
■690 ▼a0443
■690 ▼a0710
■71020▼aUniversity of Washington▼bEducation.
■7730 ▼tDissertations Abstracts International▼g85-03A.
■773 ▼tDissertation Abstract International
■790 ▼a0250
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16934675▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
