The coronavirus pandemic has swept the United States and globally, upending the personal and professional lives of millions of people, including students, educators, and education researchers. At all levels of education, instructors, institution leaders, and policy makers are facing an unprecedented challenge, trying to ensure that high quality and equitable teaching and learning continues under rapidly changing and unpredictable conditions.
AERA has developed a resource page to give the education research community, educators, policy makers, and others open access to updates from the scholarly community and important content. Relevant AERA-published research is also available below.
Covid-19
State Higher Education Funding During COVID-19: Lessons From Prior Recessions and Implications for Equity Kelly Rosinger, Robert Kelchen, Dominique J. Baker, Justin Ortagus, Mitchell D. Lingo AERA Open, May 2022 Researchers found that how states approach higher education cuts has the potential to exacerbate existing inequities among racially minoritized and low-income students and historically underfunded institution types.
Policy Enactment During a Pandemic: How One School Responded to COVID-19 in Negotiation With a Nonprofit Partner Lisa M. Dorner, Kelly Harris, Blake Willoughby AERA Open, February 2022 Researchers examined how an urban elementary school and nonprofit organization worked to address challenges made visible by the COVID-19 pandemic.
“We Are Trying to Communicate the Best We Can”: Understanding Districts’ Communication on Twitter During the COVID-19 Pandemic Esther Michela, Joshua M. Rosenberg, Royce Kimmons, Omiya Sultana, Macy A. Burchfield, Tayla Thomas AERA Open, February 2022 Researchers found that districts worked to build community and share time-sensitive announcements in alignment with social media crisis communication recommendations.
Predictors of First-Grade Teachers’ Teaching-Related Time During COVID-19 Anna D. Johnson, Owen N. Schochet, Sherri Castle, Diane Horm, Deborah A. Phillips AERA Open, January 2022 Researchers found that teachers’ prepandemic executive functioning and observed classroom instructional and organizational quality—features of successful teachers during normal times—predicted more during-pandemic time remote teaching, while teacher older age and having more high-needs students was associated with less remote teaching time.
From Yellow Peril to Model Minority and Back to Yellow Peril Lin Wu, Nhu Nguyen AERA Open, January 2022 Researchers used Asian critical race theory to examine how two Southeast Asian American students faced exclusion and erasure before and during the COVID-19 pandemic and how their Southeast Asian American teacher advocated for them at a public elementary school in the Pacific Northwest.
Power in a Pandemic: Teachers’ Unions and Their Responses to School Reopening Bradley D. Marianno, Annie A. Hemphill, Ana Paula S. Loures-Elias, Libna Garcia, Deanna Cooper, Emily Coombes AERA Open, January 2022 Researchers found that school districts where teachers’ unions exhibit strong second face power (but not first face power) were less likely to start the school year with in-person instruction, were less likely to ever open during fall semester with in-person instruction and spent fewer weeks in in-person learning.
Youth Critical Data Practices in the COVID-19 Multipandemic Angela Calabrese Barton, Day Greenberg, Chandler Turner, Devon Riter, Melissa Perez, Tammy Tasker, Denise Jones, Leslie Rupert Herrenkohl, Elizabeth A. Davis AERA Open, August 2021 Researchers found that youth not only aimed to reveal the dynamic and human aspects of and relationships with data as they engage with/in the world as people who matter but also offered alternative infrastructures for counter data production and aggregation toward justice in the here and now and desired possible futures.
The Effect of the COVID-19 Lockdown on Bilingual Singaporean Children’s Leisure Reading Baoqi Sun, Chin Ee Loh, Beth Ann O’Brien, Rita Elaine Silver AERA Open, July 2021 Researchers found that children preferred print reading over reading digitally both before and during the lockdown, and devices were underutilized for reading purposes.
Cross-National Variation in School Reopening Measures During the COVID-19 Pandemic Kate Steed Hoffman, Mariana Barragan Torres, Christine Min Wotipka AERA Open, April 2021 Researchers found that cross-national diversity in policies is related to both internal and external country factors such as peer emulation mechanisms, income, and past pandemic experiences.
Online/Distance/Digital Learning
Overview
Impact/Efficacy/Outcomes
Engagement
Math
Reading/Literacy
Games
Equity in and Access to Online Learning/Technology
Online Teaching/Professional Development
Online Bullying
Trauma-Informed Practices
School Budget Cuts