Affiliation:
1. University of North Carolina Wilmington, USA
2. New Hanover County Schools, USA
Abstract
The COVID-19 global pandemic had a dramatic effect on teaching and learning in schools across the U.S. This chapter details the pandemic-induced shifts related to the home-school connection in an elementary school observed by an instructional coach. It outlines how the author's teacher colleagues' family literacy practices, including those related to communication, use of online platforms, and homework, were impacted by the pandemic and how it has shaped their current and future beliefs about family involvement in schooling.
Reference19 articles.
1. "A Great Program... for Me as a Gramma": Caregivers Evaluate a Family Literacy Initiative
2. Emergency remote teaching in a time of global crisis due to CoronaVirus Pandemic.;A.Bozkurt;Asian Journal of Distance Education,2020
3. Branch, R. M., & Dousay, T. A. (2015). Survey of Instructional Design Modules. Association for Educational Communications and Technology (AECT).
4. The promise of family literacy: Possibilities and practices for educators.;C.Compton-Lilly;Language Arts,2019
5. A 3-Year Study of a School-Based Parental Involvement Program in Early Literacy