Faculty of Education
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Browsing Faculty of Education by Author "Barrett, Sarah Elizabeth"
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Item Open Access Emergency Distance Learning during the COVID-19 Pandemic: Final Report(2021-01-31) Barrett, Sarah ElizabethThe report summarizes the findings of a mixed methods study of teachers’ experiences transitioning from face-to-face to emergency distance learning during the COVID-19 pandemic school closures in Ontario Canada. Teachers were surveyed in May/June 2020 (n = 764) and then fifty were interviewed in June/July/August 2020. Findings suggest that the biggest consequence of the shift to emergency distance learning, for both teachers and students, was a disruption in established relationships. The report contains descriptions of how teachers handled the transition, professional development, assessment, student engagement, parents and parenting. Recommendations for future emergency situations are provided.Item Open Access Evolution of new teachers' beliefs about teaching STSE: Report to school boards(2013-08) Barrett, Sarah ElizabethThis longitudinal multi‐case study followed four new science teachers over the course of five years. Its purpose was to examine the ways in which new science teachers integrate science‐technology‐society-environment (STSE) and inquiry‐based work into their teaching. I am particularly interested in new science teachers not only because of my work with prospective science teachers at York University’s Faculty of Education but also because this is a group that is simultaneously expected to usher in new and innovative approaches to teaching while receiving very little subject‐specific professional development to support their efforts (Luft, 2007).Item Open Access School and community engaged education (S.C.E.E.): Final Report(2014-09) James, Carl; Barrett, Sarah Elizabeth; Barkaoui, Khaled; Dippo, Don; Ford, Donna; Gormley, LouiseSituated within a collaborative approach for supporting schools, the School and Community Engaged Education (SCEE) project was a three-year university/school board partnership (2008-2011, culminating in the TDSB/YCEC 2012 Summer Institute), created to examine ways of co-developing more inclusive forms of curriculum that are appropriate for students’ diverse needs, considerate of their cultural experiences, and supportive of their aspirations. Recognizing the critical links between inclusive and equitable teaching and learning scenarios, and student achievement and engagement, the project was an opportunity for five “high–needs” schools (Barrett, Ford & James, 2010) in the Toronto District School Board to examine ways that schools can integrate the histories, cultures, experiences and contributions of all students, thereby improving marginalized students’ participation and achievement.