Teachers' Disproportionate Views on Student Engagement in Online Learning Contexts

• In Event: Marriott Roundtable Session 9
  In Roundtable Session: Online Pedagogies for K–12 Education (Table 6)

Abstract

This study used culturally responsive pedagogy as a model to examine teachers’ views of the equity implications found within virtual instruction. Notably, teachers in the study articulated anxiety for student engagement based on access as well as concerns for student self-regulation, accountability, and social-emotional learning. Data point to disparate views of students’ abilities to engage in remote learning based on demographic markers. Teachers also noted limitations in their abilities to provide online instruction that was culturally responsive and student-centered pointing to a need to equip teachers with tools to mitigate systemic inequity in online contexts.

Authors

• Donna Wake, University of Central Arkansas
  Presenting Author

• Michael S. Mills, University of Central Arkansas
  Presenting Author