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Coronavirus Resources

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.

AERA Journal Articles

Covid-19
Online/Distance/Digital Learning
Equity in and Access to Online Learning/Technology
Online Teaching/Professional Development
Online Bullying
Trauma-Informed Practices
School Budget Cut

Covid-19

Disruptiveness of COVID-19: Differences in Course Engagement, Self-Appraisal, and Learning
Teresa M. Ober, Ying Cheng, Matthew F. Carter, Cheng Liu
AERA Open, June 2023
Researchers found that although students were resilient in some respects, their self-appraisal and learning appear to have been negatively affected by pandemic circumstances.
The Impacts of Three Educational Technologies on Algebraic Understanding in the Context of COVID-19
Lauren E. Decker-Woodrow, Craig A. Mason, Ji-Eun Lee, Jenny Yun-Chen Chan, Adam Sales, Allison Liu, Shihfen Tu
AERA Open, April 2023
Researchers found that hierarchical linear modeling analyses of the final analytic sample showed significantly higher posttest scores for students who used From Here to There and DragonBox 12+ compared to the Active Control condition.
Educators Are Not Alright: Mental Health During COVID-19
Matthew J. Hirshberg, Richard J. Davidson, Simon B. Goldberg
Educational Researcher, January 2023
Researchers found that most participants reported clinically meaningful anxiety and depressive symptoms.
The Revealed Preferences for School Reopening: Evidence From Public-School Disenrollment
Thomas S. Dee, Elizabeth Huffaker, Cheryl Phillips, Eric Sagara
American Educational Research Journal, December 2022
Researchers found that offering remote-only instead of in-person instruction reduced enrollment by 1.1 percentage points.
Teachers’ Mental Health During the COVID-19 Pandemic
Joseph M. Kush, Elena Badillo-Goicoechea, Rashelle J. Musci, Elizabeth A. Stuart
Educational Researcher, November 2022
Researchers found that teachers reported a greater prevalence of anxiety symptoms than did those in other professions and that remote teachers reported significantly higher levels of distress than did those teaching in person.
Fiscal Federalism and K–12 Education Funding: Policy Lessons from Two Educational Crises
Kenneth Shores, Matthew P. Steinberg
Educational Researcher, October 2022
Researchers found that the amount of federal aid during the Great Recession and COVID-19 pandemic was inadequate to meet policy goals.
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.
Specifying Hybrid Models of Teachers’ Work During COVID-19
Lora Bartlett
Educational Researcher, January 2022
The Impact of a Messaging Intervention on Parents’ School Hesitancy During COVID-19
Morgan S. Polikoff, Daniel Silver, Marshall Garland, Anna Rosefsky Saavedra, Amie Rapaport, Michael Fienberg
Educational Researcher, January 2022
Addressing Our Nation’s Toxic School Infrastructure in the Wake of COVID-19
Erika M. Kitzmiller, Akira Drake Rodriguez
Educational Researcher, December 2021
Determinants of Ethnic Differences in School Modality Choices During the COVID-19 Crisis
Andrew M. Camp, Gema Zamarro
Educational Researcher, November 2021
Teachers’ Working Hours During the COVID-19 Pandemic
Dora Gicheva
Educational Researcher, November 2021
All States Close but Red Districts Reopen: The Politics of In-Person Schooling During the COVID-19 Pandemic
Matt Grossmann, Sarah Reckhow, Katharine O. Strunk, Meg Turner
Educational Researcher, September 2021
Patterns in the Pandemic Decline of Public School Enrollment
Thomas S. Dee, Mark Murphy
Educational Researcher, August 2021
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.
Leading Schools and Districts in Times of Crisis
Jason A. Grissom, Lara Condon
Educational Researcher, June 2021
Achievement Gaps in the Wake of COVID-19
Drew H. Bailey, Greg J. Duncan, Richard J. Murnane, and Natalie Au Yeung
Educational Researcher, April 2021
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.
Factors Contributing to Teacher Burnout During COVID-19
Tim Pressley
Educational Researcher, March 2021
The Effects of Absenteeism on Academic and Social-Emotional Outcomes: Lessons for COVID-19
Lucrecia Santibañez, Cassandra M. Guarino
Educational Researcher, February 2021
Cross-National Variation in School Reopening Measures During the COVID-19 Pandemic
Kate Steed Hoffman, Mariana Barragan Torres, Christine Min Wotipka
AERA Open, January-December 2021
https://journals.sagepub.com/doi/full/10.1177/23328584211010180
Higher Education in Times of COVID-19: University Students’ Basic Need Satisfaction, Self-Regulated Learning, and Well-Being
Julia Holzer, Marko Lüftenegger, Selma Korlat, Elisabeth Pelikan, Katariina Salmela-Aro, Christiane Spiel, Barbara Schober
AERA Open, January-December 2021
https://journals.sagepub.com/doi/full/10.1177/23328584211003164
“Teachers Act Like We’re Robots”: TikTok as a Window Into Youth Experiences of Online Learning During COVID-19
Ioana Literat
AERA Open, January-December 2021
https://journals.sagepub.com/doi/full/10.1177/2332858421995537
Generation Interrupted: Rethinking “Students with Interrupted Formal Education” (SIFE) in the Wake of a Pandemic
Chris K. Chang-Bacon
Educational Researcher, February 2021
https://journals.sagepub.com/stoken/default+domain/JM5WW3U87F2AMXFPJAPU/full
COVID-19 and Teachers’ Somatic Burden, Stress, and Emotional Exhaustion: Examining the Role of Principal Leadership and Workplace Buoyancy
Rebecca J. Collie
AERA Open, January-December 2021
https://journals.sagepub.com/doi/full/10.1177/2332858420986187
How Have FAFSA Submissions Differed During COVID-19?
Oded Gurantz, Christopher Wielga
Educational Researcher, prepublished February 2021
https://journals.sagepub.com/stoken/default+domain/CFDDRKJ53JQGUAITCQHV/full
Distance Learning and Parental Mental Health During COVID-19
Cassandra R. Davis, Jevay Grooms, Alberto Ortega, Joaquin Alfredo-Angel Rubalcaba, Edward Vargas
Educational Researcher, January/February 2021
journals.sagepub.com/stoken/default+domain/AJD723MNGTAY3N5XKRJ6/full
Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement
Megan Kuhfeld, James Soland, Beth Tarasawa, Angela Johnson, Erik Ruzek, Jing Liu
Educational Researcher, November 2020
journals.sagepub.com/stoken/default+domain/XMFZEX6KWE8UDPCKQPHT/full
Community Infrastructuring as Necessary Ingenuity in the COVID-19 Pandemic
Day Greenberg, Angela Calabrese Barton, Carmen Turner, Kelly Hardy, Akeya Roper, Candace Williams, Leslie Rupert Herrenkohl, Elizabeth A. Davis, Tammy Tasker
Educational Researcher, October 202o
journals.sagepub.com/stoken/default+domain/G7DIPX8TC4NCGGWDNMAV/full
Correcting COVID-19 Misconceptions Requires Caution
Greg Trevors, Melissa C. Duffy
Educational Researcher, October 2020
journals.sagepub.com/stoken/default+domain/FS4JPDJIQXKCJFA3T5YA/full
From the Field: Education Research During a Pandemic
David DeMatthews, David Knight, Pedro Reyes, Amber Benedict, Rebecca Callahan
Educational Researcher, August/September 2020
journals.sagepub.com/stoken/default+domain/Y5SSUQ2FJQRNWP3WSEC3/full