The Canary in the Mine: Remote Learning in the Time of COVID-19

David Coker

Abstract


National organizations in the United States issued policy proposals for returning to school during the COVID-19 pandemic. A qualitative review, using the constant comparison model, examined six policies from different organizations. The policies operate on the notion of a progressive curriculum, with the values of equity, access, and adaptations driving the planning process. There are five variables national policies utilize to operationalize the progressive curriculum and values: organizing, staffing, scheduling, envisioning, and vulnerabilities. A case study using an individual school district examined the impact on learning within the framework of the policies. Recommendations to improve online and remote learning follow.


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DOI: https://doi.org/10.5430/jct.v9n3p76

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Journal of Curriculum and Teaching

ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)

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