This presentation was given by Aaron Leo, Assistant Director of Research for NYKids, at the American Anthropological Association’s annual conference held this year in Toronto, Canada.
Dr. Aaron Leo presented research from NYKids’ latest study of Adaptation and Innovation during the COVID-19 pandemic at the American Anthropological Association’s annual conference held in Toronto, Canada in November, 2023. The paper, co-written with Dr. Kristen C. Wilcox was entitled “Educators’ stress and emotional labor during the COVID-19 pandemic” and drew on data gathered among 88 educators across New York State. Dr. Leo delivered the paper alongside other researchers on a panel focusing on teacher and student agency during the pandemic.
Opportunities and Challenges to Adapt and Innovate: Research Brief
This research brief outlines the major findings from NYKids’ latest study on the effects of the pandemic on the educator workforce. The full report, “Opportunities and Challenges to Adapt and Innovate: How Educators Confronted the COVID-19 Pandemic,” was published in December, 2022 and is available on our website. The brief succinctly describes the four drivers for adaptation and innovation found in positive outlier schools that participated in the study: Empowerment and Collective Responsibility; Responsiveness and Flexible Problem Solving ; A Relationship- and Connection-Centered Orientation; and Adaptive and Innovative Systems.
Presentation delivered at the Comparative and International Education Society Annual Conference, February, 2023.
In this presentation, Maria I. Khan and Kristen C. Wilcox discuss findings from an research conducted at an urban, diverse elementary school with high rates of poverty. The presentation “Remote Schooling during the COVID-10 Pandemic: A Case Study of Impacts on Children in a High Poverty, High Diversity School” was presented at the Comparative and International Education Society’s Annual Conference.
Opportunities and Challenges to Adapt and Innovate: How Educators Confronted the COVID-19 Pandemic
NYKids’ latest report, “Opportunities and Challenges to Adapt and Innovate: How Educators Confronted the COVID-19 Pandemic,” features data gathered among 88 educators from 6 schools across New York State. The study offers important findings related to adaptation and innovation in the context of the COVID-19 pandemic and provides insight into the challenges faced by school districts as well as the promising adaptations and innovations such crises prompt.
Opportunities and Challenges for Adaptation and Innovation: A Study of Educators’ Experiences during the COVID-19 Pandemic
This case study report, “Opportunities and Challenges for Adaptation and Innovation: A Study of Educators’ Experiences during the COVID-19 Pandemic” is part of NYKids’ research project investigating the impacts on educators during the COVID-19 pandemic. This report focuses on the experiences, adaptations, and innovations of educators at Shaker Road Elementary School in Colonie, New York.
In 2015-16, research teams investigated 6 elementary schools. In comparison to schools serving similar populations at each grade level, these odds-beating schools are ones in which English Language Learners exceeded expected average performance.
This case study is one of a series of studies conducted by Know Your Schools~for NY Kids since 2005. In 2015-16, research teams investigated 6 elementary schools. In comparison to schools serving similar populations at each grade level, these odds-beating schools are ones in which English Language Learners exceeded expected average performance on the 2012-13 and 2013-14 state mathematics and English language arts assessments across multiple grade levels and subjects. Comparisons were for grades three through six. Researchers used site-based interviews of teachers and administrators, as well as analyses of supportive documentation in all schools; in four of the schools student interviews and classroom observations were also conducted.
Multiple case study investigated characteristic of six elementary schools in New York State with statistically significant better performance outcomes among their English language learners (ELL) students. Through documentary evidence, classroom observations, and interviews with students, teachers, and administrators, a system-wide approach to adaptations that benefit ELL students was identified.
This multiple case study investigated characteristics of six elementary schools in New York State with statistically significant better performance outcomes among their English language learner (ELL) students. Through documentary evidence, classroom observations, and interviews with students, teachers, and administrators, a system-wide approach to adaptations that benefit ELL students was identified. These adaptations were evident in: (a) school cultures that embrace ideals of equity of opportunity and celebrate diversity; (b) school climates that evoke a sense of safety and welcome; and (c) processes and practices that support advocacy for ELLs and their families. While the schools shared these common characteristics, educators employed some unique approaches in rural, suburban, and urban schools, holding implications for policies that take into account contextual variances in schools and communities.
Findings from a multiple case study investigating the nature of educators’ approaches toward monitoring English language learners (ELLs) performance and using data to improve instruction and apply appropriate interventions.
This article reports on findings from a multiple case study investigating the nature of educators’ approaches toward monitoring English language learners’ (ELL) performance and using data to improve instruction and apply appropriate interventions. Six New York elementary schools where ELLs’ performance was better than predicted (i.e. odds-beating) based on student assessment data were studied. The analysis revealed that several strategies were common among the schools studied and were associated with the schools’ better ELL performance outcomes. These include: (1) connecting instruction and interventions to “real time” data based on multiple measures of student performance including benchmark and formative assessments; (2) communicating performance via technology among teachers and with family members and legal guardians; (3) collaborating through routines among teaching and support staff as well as school and district leaders. Implications for district and school leaders and teachers are discussed. Implications for district and school leaders as well as teachers and other instructional specialists are offered.
Multiple case study investigating the nature of educators’ adaptations to meet ELs’ needs and specific adaptations that prepared them for policy changes for English learner (EL) education in New York (NY) state.
Multiple case study investigating the nature of educators’ adaptations to meet Els’ needs and specific adaptations that prepared them for policy changes for English learner (EL) education in New York (NY) state. These policy changes require the use of co-teaching models and mandate enhanced classroom teacher preparation in ESL methods.
The ELL population in New York State has grown over 20% in the last year, and ELLs now make up over 8% of the New York State student population. Odds-beating schools have systems in place to carefully monitor the progress of their ELLs, connected to systems of interventions for students who need more support.
The ELL population in New York State has grown over 20% in the last year, and ELLs now make up over 8% of the New York State student population. Odds-beating schools have systems in place to carefully monitor the progress of their ELLs, connected to systems of interventions for students who need more support. State English Language Arts and Math assessment data and language proficiency assessment data do not tell the whole story: formative and benchmark assessment are more informative. Systematic reporting and communication/dissemination of multiple measures of student performance allows educators and families to meet the needs of all students.
The English Language Learner (ELL) population in New York State has grown over 20% in the last year, and English Language Learners make up over 8% of the New York State student population. Four elements found to be key to serving ELL population: (1) culture & climate; (2) instruction; (3) leadership and capacity; and (4) communications and collaborations.
The English Language Learner (ELL) population in New York State has grown over 20% in the last year, and English Language Learners make up over 8% of the New York State student population. Four elements found to be key to serving ELL population: (1) culture & climate; (2) instruction; (3) leadership and capacity; and (4) communications and collaborations.
The English Language Learner population in New York State has grown over 20%, and English Language Learners make up over 8% of the New York State student population. Four components are important to educating the ELL population including: (1) climate and culture; (2) instruction; (3) leadership & capacity; and (4) communication and collaboration.
The English Language Learner population in New York State has grown over 20%, and English Language Learners make up over 8% of the New York State student population. Four components are important to educating the ELL population including: (1) climate and culture; (2) instruction; (3) leadership & capacity; and (4) communication and collaboration.
In 2015-16, research teams investigated 6 elementary schools. In comparison to schools serving similar populations at each grade level, these odds-beating schools are ones in which English Language Learners exceeded expected average performance.
This case study is one of a series of studies conducted by Know Your Schools~for NY Kids since 2005. In 2015-16, research teams investigated 6 elementary schools. In comparison to schools serving similar populations at each grade level, these odds-beating schools are ones in which English Language Learners exceeded expected average performance on the 2012-13 and 2013-14 state mathematics and English language arts assessments across multiple grade levels and subjects. Comparisons were for grades three through six. Researchers used site-based interviews of teachers and administrators, as well as analyses of supportive documentation in all schools; in four of the schools student interviews and classroom observations were also conducted.
In 2015-16, research teams investigated 6 elementary schools. In comparison to schools serving similar populations at each grade level, these odds-beating schools are ones in which English Language Learners exceeded expected average performance.
This case study is one of a series of studies conducted by Know Your Schools~for NY Kids since 2005. In 2015-16, research teams investigated 6 elementary schools. In comparison to schools serving similar populations at each grade level, these odds-beating schools are ones in which English Language Learners exceeded expected average performance on the 2012-13 and 2013-14 state mathematics and English language arts assessments across multiple grade levels and subjects. Comparisons were for grades three through six. Researchers used site-based interviews of teachers and administrators, as well as analyses of supportive documentation in all schools; in four of the schools student interviews and classroom observations were also conducted.
In 2015-16, research teams investigated 6 elementary schools. In comparison to schools serving similar populations at each grade level, these odds-beating schools are ones in which English Language Learners exceeded expected average performance.
This case study is one of a series of studies conducted by Know Your Schools~for NY Kids since 2005. In 2015-16, research teams investigated 6 elementary schools. In comparison to schools serving similar populations at each grade level, these odds-beating schools are ones in which English Language Learners exceeded expected average performance on the 2012-13 and 2013-14 state mathematics and English language arts assessments across multiple grade levels and subjects. Comparisons were for grades three through six. Researchers used site-based interviews of teachers and administrators, as well as analyses of supportive documentation in all schools; in four of the schools student interviews and classroom observations were also conducted.
In 2015-16, research teams investigated 6 elementary schools. In comparison to schools serving similar populations at each grade level, these odds-beating schools are ones in which English Language Learners exceeded expected average performance.
This case study is one of a series of studies conducted by Know Your Schools~for NY Kids since 2005. In 2015-16, research teams investigated 6 elementary schools. In comparison to schools serving similar populations at each grade level, these odds-beating schools are ones in which English Language Learners exceeded expected average performance on the 2012-13 and 2013-14 state mathematics and English language arts assessments across multiple grade levels and subjects. Comparisons were for grades three through six. Researchers used site-based interviews of teachers and administrators, as well as analyses of supportive documentation in all schools; in four of the schools student interviews and classroom observations were also conducted.
In 2015-16, research teams investigated 6 elementary schools. In comparison to schools serving similar populations at each grade level, these odds-beating schools are ones in which English Language Learners exceeded expected average performance.
This case study is one of a series of studies conducted by Know Your Schools~for NY Kids since 2005. In 2015-16, research teams investigated 6 elementary schools. In comparison to schools serving similar populations at each grade level, these odds-beating schools are ones in which English Language Learners exceeded expected average performance on the 2012-13 and 2013-14 state mathematics and English language arts assessments across multiple grade levels and subjects. Comparisons were for grades three through six. Researchers used site-based interviews of teachers and administrators, as well as analyses of supportive documentation in all schools; in four of the schools student interviews and classroom observations were also conducted.
In 2015-16, research teams investigated 6 elementary schools. In comparison to schools serving similar populations at each grade level, these odds-beating schools are ones in which English Language Learners exceeded expected average performance.
This case study is one of a series of studies conducted by Know Your Schools~for NY Kids since 2005. In 2015-16, research teams investigated 6 elementary schools. In comparison to schools serving similar populations at each grade level, these odds-beating schools are ones in which English Language Learners exceeded expected average performance on the 2012-13 and 2013-14 state mathematics and English language arts assessments across multiple grade levels and subjects. Comparisons were for grades three through six. Researchers used site-based interviews of teachers and administrators, as well as analyses of supportive documentation in all schools; in four of the schools student interviews and classroom observations were also conducted.
In 2015-16, research teams investigated 6 elementary schools. In comparison to schools serving similar populations at each grade level, these odds-beating schools are ones in which English Language Learners exceeded expected average performance.
This case study is one of a series of studies conducted by Know Your Schools~for NY Kids since 2005. In 2015-16, research teams investigated 6 elementary schools. In comparison to schools serving similar populations at each grade level, these odds-beating schools are ones in which English Language Learners exceeded expected average performance on the 2012-13 and 2013-14 state mathematics and English language arts assessments across multiple grade levels and subjects. Comparisons were for grades three through six. Researchers used site-based interviews of teachers and administrators, as well as analyses of supportive documentation in all schools; in four of the schools student interviews and classroom observations were also conducted.
This presentation describes the best practices used by schools in working with critical needs students. These practices include: (1) close engagement with and understanding of young people with critical needs; (2) literacy-and technology-enriched instruction; and (3) fluid adaptation and deployment of resources.
This presentation describes the best practices used by schools in working with critical needs students. These practices include: (1) close engagement with and understanding of young people with critical needs; (2) literacy-and technology-enriched instruction; and (3) fluid adaptation and deployment of resources.