Sage Journals: Discover world-class research

Abstract

This article captures the results of a study illustrating the challenges experienced by newcomer youth to Canada in adapting to online learning between March and June 2020. A collaborative research team consisting of a local immigrant-serving agency, local school board and educators, and a group of interdisciplinary university researchers conducted a qualitative study to explore educational challenges from the perspectives of high school-aged youth and parents of elementary school students. We found that the covid-19 crisis exposed the fissures in the education system whereby those most in need of the supposed support offered by the education system were not intentionally included in organizational policies and procedures, thus further exacerbating educational inequities and compounding the pre-Covid challenges students experienced. This study also models collaborative and community-centred research on how educators and school boards could work with community supporting agencies to provide support for newcomer youth during and beyond the Covid-19 pandemic.

Keywords

English language learners community-based collaborative research education policy newcomer students: equity

References

Adedoyin

O. B.

, & Soykan

(2020). covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 1–13.

Besser

, Flett

G. L.

, & Zeigler-Hill

(2020). Adaptability to a sudden transition to online learning during the covid-19 pandemic: Understanding the challenges for students. Scholarship of Teaching and Learning in Psychology.

Carrillo

, & Flores

M. A.

(2020). covid-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466–487.

Cohall

K. G.

(2012). Developing an ethic of care: An educational response. The Living Pulpit, 21(3), 15–19.

Frenette

, Frank

, & Deng

(2020). School closures and the online preparedness of children during the covid-19 pandemic. Statistics Canada Statistique Canada.

Garris

C. P.

, & Fleck

(2020). Student evaluations of transitioned-online courses during the covid-19 pandemic. Scholarship of Teaching and Learning in Psychology. Green

T. L.

(2015). Leading for urban school reform and community development. Educational Administration Quarterly, 51(5) 679-71. doi: 10.1177/0013161X15577694.

Green

T. L.

(2017). Community-based equity audits: A practical approach for educational leaders to support equitable community-school improvements. Educational Administration Quarterly, 53(1), 3–39. doi: 10.1177/0013161X16672513.

Green

T. L.

(2018). School as community, community as school: Examining principal leadership for urban school reform and community development. Education and Urban Society, 50(2) 111-135. doi: 10.1177/0013124516683997.

Hawks

, & Pillay

(2017). Institutionalizing an ethic of care into the teaching of ethics for pre-service teachers. Journal of Critical Thought and Praxis, 6(1).

10.

Horsford

S. D.

, & Sampson

(2014). Promise neighborhoods: The promise and politics of community capacity building as urban school reform. Urban Education, 49(4), 955–991.

11.

Johnson

, Veletsianos

, & Seaman

(2020). US faculty and administrators’ experiences and approaches in the early weeks of the covid-19 Pandemic. Online Learning, 24(2), 6–21.

12.

Khalifa

M. A.

, Gooden

M. A.

, & Davis

J. E.

(2016). Review of Educational Research, 86(4), 1-40 doi: 10.3102/0034654316630383.

13.

Ladson-Billings

G. J.

(1995). Toward a theory of culturally relevant pedagogy. American Education Research Journal, 35, 465–491.

14.

Morgan

(2020). Best Practices for Implementing Remote Learning during a Pandemic. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 93(3), 135–141.

15.

Mutch

(2015). Leadership in times of crisis: Dispositional, relational and contextual factors influencing school principals’ actions. International Journal of Disaster Risk Reduction, 14(2), 186–194.

16.

Noguera

P. A.

(1996). Confronting the urban in urban school reform. Urban Review, 28(1), 1–19.

17.

Ontario Ministry of Education. (2008). Supporting English language learners: A practical guide for Ontario educators Grades 1 to 8. Retrieved on January 5, 2021 from http://www.edu.gov.on.ca/eng/document/esleldprograms/guide.pdf.

18.

Palinkas

L. A.

, Horwitz

S. M.

, Green

C. A.

, Wisdom

J. P.

, Duan

, & Hoagwood

(2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health, 42(5), 533–44.

19.

Patterson

, & Silverman

(2013). Institutions and the new normal for community development. In Patterson

& Silverman

(Eds.), Schools and urban revitalization: Rethinking institutions and community development (pp. 3–13). New York, NY: Routledge.

20.

Pollock

(2020). School Leaders’ Work During the covid-19 Pandemic: Two A.-Pronged Approach. >CCEAM, 38.

21.

QSR International Pty Ltd. (2018). NVivo (released in March 2018), https://www.qsrinternational.com/nvivo-qualitative-data-analysis-software/home.

22.

Silverman

, Sibbald

, & Stranges

(2020). Ethics of covid-19-related school closures. Canadian Journal of Public Health, 111(4), 462–465.

23.

Warren

M. R.

(2005). Communities and schools: A new view of urban education reform. Harvard Educational Review, 75(2), 133–173.

The Necessity of Community Collaborations in Supporting Newcomer Student Learning: Lessons Learned from the covid -19 Pandemic

Abstract

Keywords

References