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Did COVID-19 Shift the “Grammar of Schooling”?

The immediate impacts of COVID-19 on K12 schooling are well known. Over nearly 18 months, students’ academic performance and mental health deteriorated dramatically. This study aims to identify if and how the pandemic led to longer-term changes in core aspects of schooling. Drawing on semi-structured interviews with 31 teachers and administrators across 12 districts in two states, we find that schools today look quite different in several areas including the availability and use of instructional technology, instructional practice, parent-teacher communication, and the balance between academics and social-emotional well-being. We interpret these findings through the lens of institutional theory, and discuss implications of the changes for practitioners and policymakers.

Keywords
computers and learning, instructional practices, instructional technologies, organizational theory, COVID-19, parents and families, student mental health, descriptive analysis, qualitative research
Education level
Document Object Identifier (DOI)
10.26300/8gy9-b516

EdWorkingPaper suggested citation:

Jacob, Brian A., and Cristina Stanojevich. (). Did COVID-19 Shift the “Grammar of Schooling”?. (EdWorkingPaper: 24-1021). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/8gy9-b516

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