School bonding, attachment, and engagement through remote learning: Fostering school connectedness
Over 2020 and 2021 we have seen significant disruption to schooling across the world as COVID-19 forces school closures. Education sectors migrated to distance learning arrangements and teachers and students primarily communicated through digital means. Under challenging conditions, school leaders...
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| Format: | Article |
| Language: | English |
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Tuwhera Open Access Publisher
2021-12-01
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| Series: | New Zealand Journal of Teachers' Work |
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| Online Access: | https://ojs.aut.ac.nz/teachers-work/article/view/329 |
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| author | Jennifer Charteris Angela Page |
| author_facet | Jennifer Charteris Angela Page |
| author_sort | Jennifer Charteris |
| collection | DOAJ |
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Over 2020 and 2021 we have seen significant disruption to schooling across the world as COVID-19 forces school closures. Education sectors migrated to distance learning arrangements and teachers and students primarily communicated through digital means. Under challenging conditions, school leaders and teachers made rapid changes to pedagogy and curriculum to accommodate their students’ diverse range of learning needs. We present an interview drawn from a qualitative study undertaken in Australia to illustrate (from a teacher’s perspective) how a school response to COVID-19 integrates elements of school connectedness during the shift to distance learning. School connectedness is an umbrella term that has been theorised in many different ways. In this article, we illustrate school bonding, attachment, and engagement as three interrelated aspects of school connectedness that came to the fore during lockdown measures associated with COVID-19. Leaders, teachers, students, and school communities benefit from school connectedness. When adversity is experienced, school connectedness can be seen in the relationships between teachers, the commitment to students, and the all-important pastoral support from school leaders. Strong and supportive relationships develop through practices that support school bonding, school attachment, and school engagement.
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| format | Article |
| id | doaj-art-31448c17bf7f40dba487945c9592e7b5 |
| institution | Kabale University |
| issn | 1176-6662 |
| language | English |
| publishDate | 2021-12-01 |
| publisher | Tuwhera Open Access Publisher |
| record_format | Article |
| series | New Zealand Journal of Teachers' Work |
| spelling | doaj-art-31448c17bf7f40dba487945c9592e7b52025-08-20T03:26:15ZengTuwhera Open Access PublisherNew Zealand Journal of Teachers' Work1176-66622021-12-0118210.24135/teacherswork.v18i2.329School bonding, attachment, and engagement through remote learning: Fostering school connectednessJennifer Charteris0Angela Page1University of New EnglandThe University of Newcastle Over 2020 and 2021 we have seen significant disruption to schooling across the world as COVID-19 forces school closures. Education sectors migrated to distance learning arrangements and teachers and students primarily communicated through digital means. Under challenging conditions, school leaders and teachers made rapid changes to pedagogy and curriculum to accommodate their students’ diverse range of learning needs. We present an interview drawn from a qualitative study undertaken in Australia to illustrate (from a teacher’s perspective) how a school response to COVID-19 integrates elements of school connectedness during the shift to distance learning. School connectedness is an umbrella term that has been theorised in many different ways. In this article, we illustrate school bonding, attachment, and engagement as three interrelated aspects of school connectedness that came to the fore during lockdown measures associated with COVID-19. Leaders, teachers, students, and school communities benefit from school connectedness. When adversity is experienced, school connectedness can be seen in the relationships between teachers, the commitment to students, and the all-important pastoral support from school leaders. Strong and supportive relationships develop through practices that support school bonding, school attachment, and school engagement. https://ojs.aut.ac.nz/teachers-work/article/view/329school connectednessschool engagementschool bondingschool attachment |
| spellingShingle | Jennifer Charteris Angela Page School bonding, attachment, and engagement through remote learning: Fostering school connectedness New Zealand Journal of Teachers' Work school connectedness school engagement school bonding school attachment |
| title | School bonding, attachment, and engagement through remote learning: Fostering school connectedness |
| title_full | School bonding, attachment, and engagement through remote learning: Fostering school connectedness |
| title_fullStr | School bonding, attachment, and engagement through remote learning: Fostering school connectedness |
| title_full_unstemmed | School bonding, attachment, and engagement through remote learning: Fostering school connectedness |
| title_short | School bonding, attachment, and engagement through remote learning: Fostering school connectedness |
| title_sort | school bonding attachment and engagement through remote learning fostering school connectedness |
| topic | school connectedness school engagement school bonding school attachment |
| url | https://ojs.aut.ac.nz/teachers-work/article/view/329 |
| work_keys_str_mv | AT jennifercharteris schoolbondingattachmentandengagementthroughremotelearningfosteringschoolconnectedness AT angelapage schoolbondingattachmentandengagementthroughremotelearningfosteringschoolconnectedness |