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Author:   Robert J. Ceglie (Queens University of Charlotte, USA) ,  Dixie F. Abernathy (Queens University of Charlotte, USA) ,  Amy W. Thornburg (Queens University of Charlotte, USA)
Publisher:   Emerald Publishing Limited
Imprint:   Emerald Publishing Limited
Dimensions:   Width: 15.20cm , Height: 1.60cm , Length: 22.90cm
Weight:   0.437kg
ISBN:  

9781802627428

ISBN 10:   1802627421
Pages:   216
Publication Date:   22 August 2022
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Chapter 1. Maslow’s Hierarchy of Needs Applied to Teaching During the COVID-19 Crisis; Helen Gross, Daniel A. Novey, and Jessica J. Triskett Chapter 2. Black Screen: Bridging the Social and Emotional Void; Patrice D. Petroff and Stacey L. Bush Chapter 3. Standing at a Crossroad: Re-imagining Social Emotional Learning Considering COVID-19; Lisa M. Liberty Chapter 4. COVID-19's Impact on Teachers and the Teaching Profession; Robert Ceglie, Ginger Black, and Somer Saunders Chapter 5. Home Schooling Black Students During the Pandemic; Charity Anderson Chapter 6. Teacher Perceptions on Parental Engagement During and After Pandemic Online Learning; Amy Wooten Thornburg, David Maddock, Dixie Friend Abernathy, and Daniel W. Eadens Chapter 7. The Impact of COVID-19 on Schoolchildren in Pakistan: A Review of Literature; Muzammal Ahmad Khan Chapter 8. School Closures during COVID-19: Impact on Childhood Hunger and Opportunities for Long-Term Solutions; Jennifer J. Guerra and Debra Franco Chapter 9. Special Education and the Children of COVID-19; Gina Smith and Ann White Chapter 10: Navigating the Pandemic Whiplash: Leading Through Educational Challenges and Opportunities; Emily Miles and Kellee Cole

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Author Information

Robert J. Ceglie is an Associate Professor of Education at Queens University of Charlotte. His interests include many areas of science education, including under-representation of women and minorities, the achievement gaps in science and math, and persistence and retention of students entering STEM majors. Dixie F. Abernathy is a 30 year veteran educator with a variety of experiences and expertise. She has served as a classroom teacher, an assistant principal at both the elementary and secondary levels, a principal at both the elementary and secondary levels, and as an assistant superintendent of elementary and secondary schools for the Gaston County School System, the ninth largest school system in the state. Currently, she is an Associate Professor at Queens University of Charlotte. Amy W. Thornburg is the Executive Director and Professor in the Cato School of Education, Queens University of Charlotte, USA. She is also the coordinator of the elementary education program and oversees accreditation. Her areas of expertise include student motivation, working with at-risk students, professional development, balanced literacy instruction and teacher development and retention.

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