Student Preparedness for Emergency Remote Learning

Authors

  • Beverly Sande Prairie View A&M University
  • Charles Kemp Shawnee State University
  • Camille Burnett Prairie View A&M University
  • Jerrel Moore Prairie View A&M University

DOI:

https://doi.org/10.3776/tpre.2021.v11n1p2-24

Keywords:

Change Management Model, rural education, rural students, emergency remote learning, sociocultural values, socioemotional learning, socioeconomic status

Abstract

The recent worldwide pandemic, COVID-19, pushed students of all ages to remote learning in a matter of days. This abrupt change in the mode of delivery of instruction affected students differently. The researchers share findings of a study conducted among university preservice education students from Texas and Ohio concerning students' preparedness for this drastic change. The study sought to identify and document recurring themes about the students' experiences of remote learning and to determine how significantly socioeconomic status (SES), sociocultural values (SCV), and socioemotional learning (SEL) aspects impacted students’ transition to remote learning at these universities. Implications for university instructors and ways to improve educational experiences during such unprecedented times are discussed.

Author Biographies

Beverly Sande, Prairie View A&M University

Beverly Sande, PhD, is Assistant Professor and Director for Panther Teaching Academy at Prairie View A & M University. She has worked as an educator for over 24 years. She is a licensed educator in South Carolina, Ohio, and Texas. Dr. Sande has provided professional development through workshops across many states and conducted project analysis and evaluation for various projects that focus on education programs redesign. She has previously engaged in projects that advance knowledge of inclusive practices as well as research on social justice, collaborative practices, disproportionality, under-identification of minorities in gifted programs, curriculum redesign, and large-scale educational implementation models. She has also worked across disciplines to develop inclusive teacher education programs and curricula that encourage diverse students, especially students of color, students with disabilities, and students who are gifted to acquire professional teaching licenses. Currently, she is working on research that focuses on educational reform policies, large-scale educational implementation in higher education, and curriculum design and development in higher education.  besande@pvamu.edu

Charles Kemp, Shawnee State University

Charles W. Kemp, EdD, an assistant professor at Shawnee State University, Portsmouth, Ohio teaches in the Multi-age Intervention Specialist and Early Childhood Special Education programs at the undergrad and graduate levels. Kemp, having nearly 35 years in education has served as a classroom teacher and school administrator in US schools and abroad. His presentations at national and state conferences always have an inclusive education perspective and often address topics like co-teaching at the university level, serving low-incidence disabilities in the general education classroom, and supporting students with disabilities in university classrooms. His current research continues to explore how to model co-teaching in university teacher prep programs and ways to understand the effectiveness of dual-licensure programs when preparing preservice teachers for today’s classrooms. ckemp@shawnee.edu

Camille Burnett, Prairie View A&M University

Camille S. Burnett, PhD, is Assistant Professor of Mathematics Education and Director of the SMaRTS (Science, Mathematics, Reading, Technology, and Social Studies) Curriculum Resource Lab in the Department of Curriculum and Instruction at Prairie View A&M University. She is also the principal investigator for funded capacity building projects that will enhance her institution's infrastructure for STEM teacher preparation. Her current research focuses on high school students’ understandings of mathematical functions, STEM education and teacher preparation, and best practices in teaching. csburnett@pvamu.edu

Jerrel Moore, Prairie View A&M University

Jerrel Moore, PhD, earned a Bachelor of Science Degree in Mechanical Engineering from Prairie View A&M University, a Master of Science Degree in General Engineering from Prairie View A&M University, and a Doctoral Degree in Educational Leadership from Prairie View A&M University. He is currently working to complete a second Doctoral Degree in Research, Measurement, and Statistics (Educational Psychology) at Texas A&M University. He joined the faculty of Prairie View A&M University in 2006. He is currently an Assistant Research Professor in the College of Nursing. His research areas include: Multi-level Structural Equation Modeling, Hierarchical Linear Equation Modeling, and Non-cognitive Factors that Impact Academic Achievement. Dr. Moore is a member of the American Educational Researchers Association (AERA) and the American Association of Blacks in Higher Education (AABHE). jvmoore@pvamu.edu

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ECU RURAL EDUCATION INSTITUTE

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Published

2021-06-17

How to Cite

Sande, B., Kemp, C., Burnett, C., & Moore, J. (2021). Student Preparedness for Emergency Remote Learning. Theory & Practice in Rural Education, 11(1), 2–24. https://doi.org/10.3776/tpre.2021.v11n1p2-24

Issue

Vol. 11 No. 1 (2021): Theory & Practice in Rural Education

Section

Research Forum

License

Copyright (c) 2021 Dr. Beverly Sande, Dr. Charles Kemp, Dr. Camille Burnett, Dr. Jerrel Moore

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