Virtual School Research Articles

“Puro English and a little bit of Spanish”: Bi/multilingual kindergarteners’ language ideologies in a dual language bilingual class during the COVID-19 pandemic

Aims: The goal of the study is to examine bi/multilingual children’s language beliefs and their contributions to school and family language policies in a two-way dual language bilingual education (DLBE) program in the United States while participating in online schooling from home. Methodology: We report from a larger critical ethnographic study with a Title I K-8 school in Arizona. The data for this study are based on ethnographic fieldwork during the 2020–2021 academic year with a DLBE kindergarten cohort. Data and analysis: We conducted semi-weekly class observations and individual semi-structured interviews with 12 bi/multilingual kindergarten children. Data analysis entailed a multi-step thematic analysis through several rounds of focused coding. Findings: Our findings show that the children were deeply aware of the languages they spoke, their proficiency in each, how they chose to express those proficiencies, and the way they identified with each language. We identify ways that children agentively used language to transcend separative language policies by using language fluidly. Originality: The study contributes to the literature on young children’s language policymaking and their reproductive and resistive forms of agency. Our child participants were 5 and 6 years old, an underrepresented age in research that connects school and family language policies. Furthermore, this group’s linguistic, racial-ethnic, and cultural diversity allows for a deeper glimpse into how bi/multilingual children develop complex identities. Implications: The study has implications for the importance of pedagogical and linguistic flexibility with young children in DLBE programs. The study shows the importance of how young bi/multilingual children respond to the processes of implementing a program by highlighting the role and position of each language in their home and school environments.

MEASURES AMID THE COVID-19 PANDEMIC: VIRTUAL COUNSELING AMONG SENIOR HIGH SCHOOLS IN FOCUS

The purpose of this phenomenological study is to understand the lived virtual school counseling experience amid COVID-19 for Senior High School students at The Rizal Memorial Colleges, Inc. At this stage in the research, virtual school counseling will be generally defined as implementing a school counseling program through technology and distance counseling. The theory guiding this study is a phenomenological theoretical framework by Edmund Husserl. It helps to provide a rich description of the lived experiences of the Senior High School students virtually amid COVID-19. The target population for this study will be fifteen (15) participants from the Senior High School whose ages are 18 years old and above and currently enrolled during the first semester of the school year 2021-2022. Seven (7) participants will join for an in-depth interview (IDI) and eight (8) of them will join for the focus group discussion (FGD). The researcher considered the Senior High School Students who were still enrolled and experienced virtual guidance and counseling when the pandemic started. From this population, a sample of fifteen (15) SHS students was purposefully selected. KEYWORDS: Measures amid the covid 19, pandemic, virtual, counseling, focus, senior high school

A longitudinal qualitative study on Iranian university lecturers' identity reconstruction during the COVID-19 pandemic through text-mining: a dynamic approach

This research addressed the critical gap in understanding the procedure of professional identity reconstruction among university lecturers in Iran during the pandemic. Over the course of two academic semesters, this study utilized a dynamic theoretical framework to investigate the intricacies of how 41 Iranian university English teachers reconstructed their professional identities. Data were collected through a dynamic methodological framework, comprising: semi-structured interviews conducted monthly, focus group interviews held every 3 months, and participants' reflective journal entries collected every 2 weeks. Text mining techniques and content analysis, through KH Coder 3.0, were employed to explore the nuanced aspects of teachers' identity reconstruction, focusing on contextual elements, agency, and pedagogical practices. The use of KH Coder 3.0 software for word co-occurrence and word association analysis revealed that university lecturers reconstructed their professional identities in response to the challenges posed by two main factors: (1) adapting to new educational contexts and (2) overcoming difficulties in teacher–student communication caused by the abrupt shift from traditional in-person education to online schooling. Through their practical experiences, educators emerged as proactive problem solvers, receptive adapters, and confident professionals. These findings carry implications for educational institutions and teacher educators, emphasizing the importance of prioritizing pedagogical systems that encourage teachers to excel in hybrid teaching contexts, fostering proficiency in online communication and virtual teaching methods.

Family experiences reported by healthcare worker parents during the COVID-19 pandemic

PurposeParents, who were working as essential frontline healthcare workers experienced unique stressors during the COVID-19 pandemic including disruption of regular routines, long lapses away from family, extreme work stress and subsequent difficulty in compartmentalizing work-related concerns when at home. The purpose of this study was to assess COVID-19 exposure and impact of frontline healthcare workers who are parents. Design & methodsThis study quantitatively assessed the COVID-19 exposure and impact and qualitatively explored perceptions of parents of children 9 to 17 years of age, who were also frontline healthcare workers. ResultsParticipants (N = 79) using the COVID-19 Exposure and Family Impact Survey (CEFIS) reported exposure mean scores of 10.03 (SD = 2.63); and impact scores mean scores of 3.18 (SD = 0.46). Thematic analysis identified four themes, each with 2 subthemes: 1) family stressors increased (e.g., concerns about health and safety, losses of lifestyle patterns); 2) changes in children's health and well-being (e.g., isolation from family and friends, mental health problems); 3) virtual school difficulties (e.g., parent and student challenges, home school option); 4) skill building opportunities (e.g., enhanced emotional connections, increased family activities). ConclusionThe CHAMPS Family Health Study suggests that families of essential workers are especially vulnerable to the effect of COVID-19, as are those families of essential workers who include child/ren with special health care needs. Practice implicationsPreparation for future emergencies requires strategies to mitigate consequences and promote well-being. These results highlight the need for supportive approaches to decrease the negative consequences of stress and to augment skills for family connection and cooperation.

Early COVID-19 School Policies’ Impact on Families and Youth Engagement in Virtual Learning and Telemental Health

Abstract The COVID-19 pandemic quickly and significantly impacted students, schools, and communities. As part of a larger multisite study, the present investigation aimed to understand the effect of the pandemic-related switch to virtual schooling and virtual mental health services on youth. Specifically, this study aimed to explore the impacts of the pandemic on school administrators and staff, students, and families invested in supporting youth mental health. Focus groups were held in two disparate communities within the United States. Participants were members of two school mental health coalitions acting as key informants and included mental health program directors, school clinicians, parents of students, and community leaders. Data were analyzed using iterative rapid qualitative analysis. Salient themes include the role of family characteristics, communication, and infrastructure on use of virtual learning and virtual mental health services. Study findings indicate that fostering trust and increasing communication between school districts and families may ameliorate challenging policy transitions in future crises.

Report: Improving the Effectiveness of Virtual Schools

Report: Improving the Effectiveness of Virtual Schools

Domestic violence professionals in Portuguese shelters: navigating challenges amidst the COVID-19 pandemic

ABSTRACT This study investigates the experiences of professionals working in shelters in Portugal and their responses to domestic violence within the context of the COVID-19 pandemic. We analysed qualitative data from 30 semi-structured interviews, mostly women working as directors or coordinators of those institutions. Through thematic analysis, we identified three major challenges: (1) Supporting Victims During the Pandemic: increased risk for victims and decrease in requests; providing psychological and social support; victims’ safety strategies; managing mandatory quarantine periods; and being able to help victims reintegrate into society; (2) Managing Shelters Limitations: using alternative and new approaches; online schooling; low house capacity; and delays in long-term shelter accommodations; (3) Ensuring Staff Well-Being: conflicts and feelings of powerlessness; work-life balance; staff mental health; house and staff safety strategies; staff supervision strategies. This study has significant implications for both practice and policy, emphasising the importance of empirical research.

Middle Class African American Parents’ Aspirations for Rigor and Reading Curriculum During the Pandemic Era in Detroit Schools

This community-based research study examined the perspectives of African American parents of middle-class economic status who participated in a social network pertaining to school choice decisions during the pandemic era of virtual schooling. Their residency and school choices emerged against the grain of urban schools that have racially charged histories and decades of residential mobility trends. I examined parents’ aspirations for academic rigor and perspectives of literacy practices at select schools as well as public school district official perspectives of supporting the enrollment process and attracting families to the district. Parent interview and survey data revealed confidence in public, private, and charter school selections prior to enrolling, but uncertainty with the virtual literacy curriculum once enrolled in school. School district official interviews revealed enhanced awareness of parents’ concerns surrounding school choice and need to be proactive to the needs of middle-class families.

Challenges of Digital Education in India

During this pandemic situation across the world, the education system has completely changed. The internet and distant learning, which is commonly referred to as online instruction, are important components of the country's educational architecture. It is undeniable that online education provides sufficient benefits to young children. When all is said and done, there are numerous disadvantages to online education. The few disadvantages of online schooling are restricted cooperative learning, schedule expansion, and exertion. But considering the situation across the world we should move. Under consideration of problems discussing some suggestions for solving the problems caused. The main objective of this review is about electricity, network and conceptual understanding problems of students by digital education and how the system changed by this pandemic.

Virtual schooling during the covid pandemic: the effect on high school retention for adolescent mothers

Virtual schooling during the covid pandemic: the effect on high school retention for adolescent mothers

Virtual schools for care‐experienced learners in Scotland: Reflections on an emerging concept in a new context

AbstractThe ‘virtual school’ is an approach to supporting care‐experienced children and young people in education. The Virtual School Head (VSH) has been a statutory role within the education landscape in England since 2014. In Scotland, where the education, social care and legal systems are distinct from those in England, there has been a recent increase in the number of local authorities utilising this concept. This research aimed to explore the role and remit of Virtual School Head Teachers (VSHTs) in Scotland, and to identify similarities and differences with those of VSHs in England, to uncover learning about the emergence of this concept and role in a new context. We conducted semi‐structured interviews with relevant post‐holders in Scotland, using key concepts from the published literature on virtual schools in England, and analysed these qualitatively to identify themes. We discuss some of the similarities and differences we identified, noting that while the purpose of the role, and the means by which it functions, were largely common to both countries, there were also nuanced differences. Key similarities included the importance of positioning within the local authority, and the development of relationships with social work. Differences were largely underpinned by the educational and legal contexts in which the post‐holders operated, and included control of budgets and specificity of remit. This research contributes to our understanding of the role of the VSHT in Scotland, and identifies some emerging features as the virtual school concept is translated to a new context.

PROBLEMS AND BENEFITS OF ONLINE SCHOOLING

This study aimed at describing the problems and benefits of online schooling in a secondary accredited private university in the Philippines. A total of 373 respondents which include teachers, students and parents were respondents in this study. The descriptive cross-sectional method of research was used to gather data. Based on the result, some benefits of online schooling include: technological skills, use of technology and utilization of online resources are enhanced, unruly students can easily be identified and muted, promotes research and utilization of online resources. Some of the problems brought up in the use of online class include: not all students can access online class as scheduled, there are health concerns associated with online class including stress. Among the recommendations include: inclusion of online modality as learning option, reducing workloads to essential tasks, induce training, technology upgrade, and provide resources and flexibility. KEYWORDS: Online schooling, flexible learning, problems, benefits, descriptive research

Comparative Analysis of COVID-19 Pandemic-Related Mental Health Effects on Children with Household Healthcare Workers vs. Those Without

Purpose: The primary objective of this pilot study is to investigate and comprehend the impact of the COVID-19 pandemic on children's mental health based on the presence of household members working in healthcare settings.
 Methods: Permission was secured from the Research Department of a densely populated county in the state of Georgia. Subsequently, an online survey was conducted among participants consisting of high school and middle school students, aiming to evaluate their mental health experiences three years following the onset of the pandemic in the United States. The survey included questions related to fear, sadness, preferences for online schooling, changes in sleeping habits, and whether anyone in the household worked in a healthcare setting. Responses were collected on a Likert scale with options "Yes," "No," and "Maybe."
 Findings: Among both groups of children about two thirds reported no increase in fear three years after the onset of pandemic. Around 25% of the children in both groups reported increased sadness. The majority of children in either group did not prefer online schooling.
 Unique Contribution to Theory, Practice and Policy: This survey underscores the need to consider household dynamics, specifically the presence of healthcare workers, when addressing children's sleeping habits during global stress situations such as pandemics.

The Impact of Virtual Schooling Due to COVID-19 Restrictions on Children’s Mood and Behavior in the Clinical Context

The COVID-19 pandemic has caused significant educational system disruptions, leading to the transition to virtual schooling. This study evaluated the mood and behavioral shifts in students attending virtual school during COVID-19 restrictions. Participants included 66 children aged 6 to 14 and their parents from a pediatric outpatient clinic. A self-administered questionnaire was used to collect data, ADHD symptoms using Connor’s modified scale, and parental stress levels using the Parental Stress Scale (PSS). Statistical analysis included descriptive statistics, Mann-Whitney Z-test, and Pearson correlation. ADHD scores and parental stress levels showed a substantial unfavorable connection. 60.6% of the 66 surveyed students were between 10 and 14; most were females (77.3%). Asthma was the most prevalent (7.6%), while nearly two-thirds (63.6%) reported being in good health during the epidemic. Between the PSS and ADHD scores, there was a strong negative connection (r=-0.387). There were no discernible variations between the children’s sociodemographic factors and their ADHD and PSS scores. Most kids scored within the normal range, with the mean ADHD score overall being 11.3. Children attending virtual school during COVID-19 restrictions did not appear to be significantly affected in terms of mood and behavior, as reported by parents. Parental stress, subsequently, was extremely high. The epidemic calls for the development of treatment plans for parental psychological issues. It is necessary to conduct further research to comprehend how virtual schooling affects children’s well-being fully.

Impact of the COVID-19 pandemic on BMI in youth living with HIV.

Many youth saw a rise in body mass index and obesity during the COVID-19 pandemic associated with virtual schooling and a lack of physical exercise options due to lockdown orders. However, the impact of the worldwide COVID-19 pandemic on body mass index in HIV-infected youth on anti-viral therapy has not been studied. This study examined COVID-19's impact on body mass index in 157 behaviorally acquired and 39 perinatally acquired youth living with HIV. Retrospective chart analysis was conducted for body mass index records across pre-COVID, COVID, and post-COVID periods. Age and acquired type showed significant associations with increased body mass index. Limitations included missing data and physiological body mass index changes. The perinatally acquired group's body mass index increased by 1.6 during and 2.3 post-pandemic compared to pre-pandemic levels. Longitudinal follow-up of body mass index changes is needed in this vulnerable population.

Virtual school research laboratory with grammar: scientific education in mother language classes

Resumo Este artigo descreve uma estratégia inovadora do estudo da gramática, em aulas de Língua Portuguesa, em uma escola pública brasileira. Tal estratégia foi mediada por materiais didáticos produzidos colaborativamente por representantes de escola básica e de universidade, orientados pela abordagem investigativa e pedagógica da educação científica, desenvolvida no campo indisciplinar da Linguística Aplicada. Trata-se de uma investigação interventiva caracterizada como uma pesquisa baseada em design , pois se assume o esforço colaborativo para o aprimoramento da prática de ensino e para o fortalecimento de teorias de referência. É uma pesquisa financiada pelo governo federal do Brasil, dentro do Programa Ciência na Escola (PCE). A análise comparativa de respostas compartilhadas por estudante, em entrevistas orais realizadas por suas professoras, antes e depois da intervenção pedagógica, revelou uma expressiva ressignificação de representações discentes sobre aulas de língua materna, gramática, pesquisa e ciência. Isso resultou na superação de compreensões pelos estudantes, as quais foram compartilhadas previamente de forma ampla e equivocada.

Online Learning in Primary School: Perspectives of Teachers, Students, Parents

Part of the life of the society in which it develops and on which it has an impact perhaps not always fully assumed and respected, the school benefits both from the scientific structure and from the tendency - natural and necessary - to investigate the new. So how do we deal with the digital reality that students live in and that even the most conservative of teachers can't dissociate themselves from? Here is the plot of this work! In this context, the purpose of this work is to investigate and assess the impact of online schooling on Romanian grounds, following the opinions of the three active educational performers immerged in it the most: teachers, pupils, parents. The inquiry has followed the primary education learning path, as part of a deeper concern for this field, with an open eye towards both achievements and challenges. The questionnaires have given the possibility to all three categories to express personal perspectives and conclusions. The reasonable deduction of the present educational approach is that online courses represent a milestone in the functioning of Romanian schools, providing us with the ability to acknowledge the importance of both direct interaction and need to develop acquires in terms of technology.

New normal for online education with perspectives of educators of higher education of Surat city, Gujarat

The COVID-19 pandemic has propelled an unprecedented shift inside the landscape of schooling, necessitating a transition to on line learning. This observe delves into the perspectives of better education educators in Surat, Gujarat, exploring their variation to the "new everyday" in on-line schooling. Amidst technological dependencies and the pedagogical overhaul delivered about by means of digital lecture rooms, educators encountered challenges that examined their resilience and brought about a reevaluation of teaching methodologies. Through a complete review of current literature, this paper examines the viewpoints of educators and students regarding the efficacy of on line education, emphasizing the effect of technological infrastructure on teaching and studying reports. Employing statistical analysis, the study scrutinizes the function of management support and to be had technological amenities in facilitating educators' transition to on-line teaching. Findings reveal various degrees of support and aid availability, underscoring disparities in preparedness among educators. Factor analysis identifies key determinants affecting educators' consolation in online teaching, highlighting elements consisting of pride with on-line pedagogy and the emphasis on virtual proficiency in schooling. Furthermore, the look at addresses the multifaceted nature of on-line schooling, delineating its benefits in phrases of flexibility, accessibility, and personalized studying whilst acknowledging challenges encompassing technical boundaries, self-motivation, and confined social interactions. Anticipating the destiny trajectory of virtual skill ability in schooling, the paper envisions an integration of revolutionary teaching methods, personalized mastering experiences, and a paradigm shift towards blended studying method

Students’ interest, engagement, and achievement in online high school science courses

Though documented extensively using self-report measures—especially in post-secondary course contexts—the relations among students’ interest, engagement, and academic achievement in high school science courses has been studied far less—especially when considering online versions of these courses. Self-reported interest collected at the beginning of the semester, process measures of emotional, behavioural, and cognitive engagement measured with textual analysis using the Linguistic Inquiry and Word Count (LIWC) measures of online discussion threads and time spent on the learning management system were collected throughout the semester, and final course grades were collected at the end of the semester. A sample of 622 high school students were recruited from five STEM courses to participate in this study. Results indicate that interest predicts behavioural engagement, behavioural and cognitive engagement predict final course grade, and interest predicts final course grade. Findings extend research by describing the role of engagement in online high school STEM courses.

THE ANALYSIS OF INDIVIDUAL TEMPERAMENT AND ACADEMIC PERFORMANCE IN THE COLLEGE ENGLISH WISDOM EDUCATION

From the epidemic's start, China has fully embraced new technologies like 5G, big data, AI, the Internet of Things, and others to create smart campuses and classrooms for its extensive online schooling program. It overcomes the constraints of time and place and substantially resolves the issues with distance learning. Thus, a number of issues have emerged. Online courses are ineffective for students, some unlawful individuals use platform bugs to profit from "Cheating Courses by Paying," we pay too much attention to the advancement of technology while ignoring the fundamentals of education, etc. Nan Huaijin believes that education should be involved in students’ temperament and disposition, "education aims at changing temperament", and the biggest responsibility of education is not to pass on knowledge, but to change customs and emotions. This paper tries to explore the true meaning of wisdom education from the perspective of personality education and solve the problems in current education and build a real wisdom education