Details

<p><span>COVID-19 and the Classroom</span><span> presents social science research exploring how schools navigated the disruptive COVID-19 pandemic from March 2020 through the 2020-21 school year. This book also serves as a history book, documenting what this period was like for those involved in the enterprise of educating children.</span></p>

<p></p>
<p><span>Dedication</span></p>
<p><span>Acknowledgments</span></p>
<p><span>Abbreviations and Acronyms</span></p>
<p><span>Introduction</span></p>
<p><span></span><span>David T. Marshall</span></p>
<p><span>Section One: How Stakeholders Experienced the Pandemic</span></p>
<p><span>Chapter One: Teaching During the Transition to Remote Instruction</span></p>
<p><span>David T. Marshall, David M. Shannon, and Savanna M. Love</span></p>
<p><span>Chapter Two: Teacher Experiences During COVID-19</span></p>
<p><span></span><span>Savanna M. Love and David T. Marshall</span></p>
<p><span>Chapter Three: </span><span>COVID-19 &amp; Arts Education Programming in the NYC Charter Sector</span></p>
<p><span></span><span>Katrina Brown-Aliffi</span></p>
<p><span>Chapter Four: Remote Learning in Rural America During COVID-19</span></p>
<p><span></span><span>Dick Carpenter and Joshua Dunn</span></p>
<p><span>Chapter Five: How Charter School Leaders Navigated COVID-19</span></p>
<p><span></span><span>David T. Marshall and Natalie Neugebauer</span></p>
<p><span>Chapter Six: Superintendents’ Leadership During the Pandemic</span></p>
<p><span></span><span>Carol Cash, Jodie Brinkman, and Ted Price</span></p>
<p><span>Section Two: Public Schools, Private Schools, and Pandemic Pods</span></p>
<p><span>Chapter Seven: Reopening Schools in the United States</span></p>
<p><span></span><span>David T. Marshall and Martha Bradley-Dorsey</span></p>
<p><span>Chapter Eight: International Differences in School Responses to COVID-19</span></p>
<p><span></span><span>Robert Maranto, Charles Glenn, and Rodrigo Queiroz e Melo</span></p>
<p><span>Chapter Nine: Assessing the Pandemic’s Toll on Private Schools</span></p>
<p><span></span><span>Neal McCluskey</span></p>
<p><span>Chapter Ten: Pandemic Pods and Alternative Modes of Education</span></p>
<p><span></span><span>Angela R. Watson</span></p>
<p><span>Section Three: Preparing Teachers During a Pandemic</span></p>
<p><span>Chapter Eleven: </span><span>Lessons Learned from a Liberal Arts Teacher Preparation Program</span></p>
<p><span></span><span>Savanna M. Love and Diana Yesbeck</span></p>
<p><span>Chapter Twelve: How an Alternative Licensure Program Pivoted During the Pandemic</span></p>
<p><span></span><span>David T. Marshall, Deja Trammell, Parinita Shetty, and Sarah Woods</span></p>
<p><span>Chapter Thirteen Lessons Learned from an Urban Teacher Residency</span></p>
<p><span></span><span>Kim McKnight, Samantha Hope, Sarah Marrs, and Maria Pitre-Martin</span></p>
<p><span>Chapter Fourteen: COVID-19 and the Special Education Teacher Workforce</span></p>
<p><span>Christine Powell, LaRon Scott, Emiola Oyefuga, Meagan Dayton, </span></p>
<p><span>Gabrielle Pickover, and Michelle Hicks</span><span></span></p>
<p><span>About the Editor</span></p>
<p><span>About the Contributors</span></p>
<p></p>

<p><span>David T. Marshall </span><span>is assistant professor in the College of Education at Auburn University. </span></p>