Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Teacher Perceptions Regarding the Effects of Online Learning During the Pandemic with Regards to the Progression or Regression of Students’ Reading Levels

  • Rachel Palumbo, MPS (Author) Mount Vernon City School District image/svg+xml
    Rachel Palumbo, MPS, obtained her degree from Manhattanville College. She acquired her general and special education certifications in the areas of birth-sixth grade, which influenced her her research in such areas. She is a third grade elementary school teacher in the Mount Vernon City School District.
DOI
https://doi.org/10.64546/jaasep.532
Abstract
Education, alongside the method by which instruction has been proposed, continues to shift, changing how educators instruct, schools operate, and, therefore, the success and growth by which students can progress due to the global pandemic. The ever-changing dynamic of the current state of education places constant strain on pedagogues to continuously adapt to suit both online and in-person platforms, coveting invaluable time that would otherwise be put towards instruction, deeming a halt to academic growth in the face of uncertainty. Various forms of technological challenges, unpreparedness, and lack of resources have stipulated a possible decline across academic subjects, specifically within the realm of literacy. Through the utilization of survey instruments to gauge teacher perception, data will be collected to analyze the effect of remote instruction on literacy progression. The rapid review presented delivers evidence suggesting a consensus with regard to literary decline following the pandemic year.
Keywords
Achievement Gains, COVID-19, Distance Education, Electronic Learning, Elementary School Teachers, Online Courses
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How to Cite
Palumbo, R. (2024). Teacher Perceptions Regarding the Effects of Online Learning During the Pandemic with Regards to the Progression or Regression of Students’ Reading Levels. Journal of the American Academy of Special Education Professionals, 18(3), 82-97. https://doi.org/10.64546/jaasep.532

Fall 2023

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  • Article Type Articles
  • Submitted August 31, 2024
  • Published October 15, 2024
  • Issue Fall 2023
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