The Journal of Practitioner Research, an open-access journal housed in the University 麻豆视频鈥檚 (USF) College of Education, published a special issue about the challenges and opportunities teachers are facing during the coronavirus (COVID-19) pandemic.
The is a double-blind, peer-reviewed journal featuring the work of practitioner researchers across teacher and educational leadership disciplines and levels. The publication is hosted by USF鈥檚 David C. Anchin Center for the Advancement of Teaching and publishes twice a year.
鈥淚 hope (readers of the special issue) realize the power of teachers during this time, and the immense amount of work that went into rethinking their practice,鈥� said Jennifer Jacobs, PhD, an associate professor at USF and editor of the journal. 鈥�(The teachers) didn鈥檛 complain, they found a way, they were still all about meeting students鈥� needs and supporting student learning, and they would find a way to do it. For these teachers, inquiry really served as a process to help them rethink their practice and change it so that it would be meeting the needs of their students.鈥�
Included in the special issue are five articles that explore various themes and topics that impacted the teaching field during COVID-19, such as student isolation, remote learning and providing equitable experiences for all students.
Authors: Elizabeth Davis, Angela Flavin, Melanie M. Harris, Laura Huffman, Dicy Watson, and
Kristin M. Weller
Authors: Blake Beckett and Susan I. Johnson
Authors: Mayra Cordero and Elizabeth Davis
Authors: Angela Gonzalez and Michael Poole
Authors: John Bell and Marcus McDonald
The special issue was guest edited by University of Florida researchers Nancy Fichtman Dana, PhD, and Karen L. Kilgore, PhD, and can be accessed through .