Spring 2022      Volume 50, Number 2

Redefining Community and Teacher Preparation: Online Tutoring Partnerships for Greater Equity in Literacy Instruction
By Sarah J. Donovan, Alexandra K. Dakessian, and Sumer M. Samano

Document: Article 

Introductory Paragraph:  In the early days of COVID-19, many schools closed their buildings for virtual learning or quickly shifted school-based practices to minimize human contact and, thus, the spread of the virus. For teacher educators, these emergency shifts impacted not only instruction but also field-based learning experiences. Though distance education theories predate COVID-19 (Holmberg, 2005; Kearney et al., 2012; Moore, 1993), the situation created by the pandemic was closer to “emergency remote teaching” (Hodges et al., 2020)—temporary practices distinguished from deliberate, planned online education.

DOI:  https://doi.org/10.33600/IRCJ.50.2.2022.31

Page Numbers:   31-39