The COVID-19 pandemic is resulting in widespread and ongoing changes to how the K-12 education system functions, including disruptions to science teaching and learning environments. Students and teachers are all figuring out how to do schooling differently, and districts and states are working overtime to reimagine systems and processes. This is difficult and stressful work in the middle of the already stressful and sometimes traumatic backdrop of the global pandemic. In addition, students with disabilities, students of color, immigrants, English learners, and students from under-resourced communities have been disproportionately affected, both by the pandemic itself and by the resulting instructional shifts.
Teaching K-12 Science and Engineering During a Crisis aims to describe what high quality science and engineering education can look like in a time of great uncertainty and to support practitioners as they work toward their goals. This book includes guidance for science and engineering practitioners - with an emphasis on the needs of district science supervisors, curriculum leads, and instructional coaches. Teaching K-12 Science and Engineering During a Crisis will help K-12 science and engineering teachers adapt learning experiences as needed to support students and their families dealing with ongoing changes to instructional and home environments and at the same time provide high quality in those experiences.
Table of Contents |
skim chapter | |
|---|---|---|
| Front Matter | i-xii | |
| 1 Introduction | 1-6 | |
| 2 Foundational Principles | 7-14 | |
| 3 Prioritizing Relationships and Equity | 15-34 | |
| 4 Adjusting Instruction in Changing Environments | 35-58 | |
| 5 Managing and Modifying the Scope of Content and Curriculum | 59-86 | |
| 6 Monitoring Learning for Continuous Improvement | 87-100 | |
| 7 Supporting Collaborations and Leveraging Partnerships | 101-112 | |
| Appendix: Online Resources | 113-116 | |
| About the Author | 117-118 | |
| Acknowledgments | 119-122 | |
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