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As COVID thins school staffing, who’s teaching kids?
Richard Ingersoll expressed concern about lowering the bar for teachers. “Remote sometimes might be much more preferable to getting some substitute in there who’s basically babysitting,” he said.
Related News
Amid the aftermath of pandemic-induced disruptions, college students are grappling with significant challenges in mastering basic math skills, a consequence of the shift to remote schooling. These setbacks have left a particularly pronounced impact on vulnerable student groups, says Dean Strunk.
#PennGSEExperts Pam Grossman and Richard M. Ingersoll were interviewed for a recent Philadelphia Inquirer article about the looming crisis. Between 30 and 50 percent of new teachers now leave the profession after their first five years.
A new mural at a Philadelphia-area high school is more than a colorful work of art. It’s the product of a hands-on learning experience that helped unite a local school community while promoting mental health. Penn GSE’s Consortium for Mental Health and Optimal Development was instrumental in designing the project and bringing partners together.
Already reeling from the ongoing disruptions of the COVID-19 pandemic, local classrooms have been beset by gun violence and its troubling effects on mental health.
Ryan Baker shares some best practices and which practices to avoid after two years of virtual learning. Virtual learning should focus on ensuring that students experience as little disruption to their education as possible. The key to that is creating a discourse around the use of technology.
Speaking to an audience of Penn GSE alumni and friends, three mental health professionals shared ways in which they’re responding to students’ mental health during transitional times.
In a new study, Penn GSE’s Sharon Wolf documents in detail how inequalities impacted learning in Ghana during the pandemic and shares how that could inform any nation’s approach to instruction this fall.
Michael Gottfried said COVID-19-related school absences may disrupt all students’ learning. “Part of me is just like let’s just go back to Zoom for everyone,” he said. “I want to be in person more than anyone else. That is, the last thing I want to do is sit on Zoom and teach. So I feel for these kids. But what kind of learning is it going to be without a real fallback plan in place?”
Caroline Watts discusses educators’ experiences during the early days of the pandemic, lessons learned and how the classroom might be different in the coming months.