Maintaining classroom community in a time of social distancing
department or school: Education, Faculty of
department or school: Language and Literacy Education (LLED), Department of
data provider: DSpace
degree campus: UBCV
creator: Sing, Darhen Rosanna Vokey
issued: 2021-10-04T22:32:10Z
issued: 2021
related degree: Master of Arts - MA
degree grantor: University of British Columbia
description: This study examines the impact of social distancing on the school community of a small sample of Canadian adolescent students in Grade 6 and 7 living in Vancouver, British Columbia during the COVID-19 pandemic. Research questions included: 1) In what ways does social distancing influence classroom community? 2) How might conceptions of place change as school transitions into an online learning track? 3) In what ways might journaling maintain students’ sense of school-as-community during a time of social/physical distancing? 4) How are students reacting to the ongoing changes, in terms of school-based, home-based, and remote learning? A qualitative case-study approach was used to explore these questions. A secondary autobiographical line of inquiry re-examined researcher journals using poetic inquiry. Research methodology and methods used to examine student journals included self-recorded interviews and teacher/researcher observations as a way to understand how social distancing has impacted classroom community and students’ relationship to their learning places and spaces during this pandemic. The methods used included convenience sampling, self-recorded interviews, and textual analysis. Data was collected from two groups: from May - June 2020 and from September - November 2020. 44 documents collected in the Spring of 2020 and 39 collected in the Fall of 2020. Raw data totals include: 83 participant journal entries and 104 photographed researcher journal entries. Across both data sets, six major nodes emerged: community, relationships, shared-experiences, hope, COVID-19, and holding space for uncertainty. Findings indicate that the majority of students were resilient and social distancing measures became normalized over the course of the data collection period. Findings also found that social distancing measures impacted the classroom community of these Grade 6 and 7 students by putting constraints on their ability to interact and socialize. Data from students did n…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/79885
note: MAINTAINING CLASSROOM COMMUNITY IN A TIME OF SOCIAL DISTANCING by Darhen Rosanna Vokey Sing B. A., Memorial University of Newfoundland, 2015 B. Ed., Memorial University of Newfoundland, 2016 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in The Faculty of Graduate and Postdoctoral Studies (Literacy Education) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) September 2021 © Darhen Rosanna Vokey Sing, 2021 ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the thesis entitled: Maintaining Community in a Time of Social Distancing submitted by Darhen Sing in partial fulfilment of the requirements for the degree of Master of Arts in Literacy Education Examining Committee: Dr. Kedrick James, Language and Literacy Education, UBC Supervisor Dr. Derek Gladwin, Language and Literacy Education, UBC Supervisory Committee Member Dr. Kerry Renwick, Department of Curriculum and Pedagogy, UBC Supervisory Committee Member iii Abstract This study examines the impact of social distancing on the school community of a small sample of Canadian adolescent students in Grade 6 and 7 living in Vancouver, British Columbia during the COVID-19 pandemic. Research questions included: 1) In what ways does social distancing influence classroom community? 2) How might conceptions of place change as school transitions into an online learning track? 3) In what ways might journaling maintain students’ sense of school-as-community during a time of social/physical distancing? 4) How are students reacting to the ongoing changes, in terms of school-based, home-based, and remote learning? A qualitative case-study approach was used to explore these questions. A secondary autobiographical line of inquiry re-examined researcher journals using poetic inquiry. Research methodology and methods used to examine student journals included self-recorded interviews and teacher/research…
has type: Thesis/Dissertation
date issued: 2021-11
is shown at: 10.14288/1.0402420
language: eng
degree discipline: Literacy Education
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
contributor: James, Kedrick
type: Text
identifier URI: http://hdl.handle.net/2429/79885