What Worked? Emergency Remote Teaching Approaches Predictive of Adolescents' Engagement and Emotional Well-Being Post-Transition

• In Event: Purpose, Aspirations, and Well-Being: Holistic Adolescent Development

Abstract

Emergency remote teaching (ERT) has become the default form of instruction during emergencies in K-12 education settings, yet few studies have identified strengths and weaknesses of different ERT approaches respective to K-12 student’s educational outcomes. This study sought to identify commonalities among specifically adolescents’ (Grades 9-12) ERT experiences at the start of the COVID-19 pandemic and identify those associated with higher levels of student engagement and positive affect (after controlling for individual- and home-level factors). The results of this study shed light on ERT practices which support adolescent engagement in learning after an unexpected shift to remote, as well as provide insight regarding the relative importance of ERT, home, and individual-level factors for students’ adjustment at the onset of the pandemic.

Author

• Sharlyn Ferguson-Johnson, Michigan State University
  Presenting Author