Striving for Equity in Pandemic Times: The Administrator's Role in the Shift to Online Education in K-12 and Higher Education Spaces

Linsay DeMartino, S. Gavin Weiser

Source Title: Handbook of Research on Inequities in Online Education During Global Crises

ISBN13: 9781799865339|ISBN10: 1799865339|ISBN13 Softcover: 9781799865346|EISBN13: 9781799865353

DOI: 10.4018/978-1-7998-6533-9.ch011

MLA

DeMartino, Linsay, and S. Gavin Weiser. "Striving for Equity in Pandemic Times: The Administrator's Role in the Shift to Online Education in K-12 and Higher Education Spaces." Handbook of Research on Inequities in Online Education During Global Crises, edited by Lydia Kyei-Blankson, et al., IGI Global, 2021, pp. 199-223. https://doi.org/10.4018/978-1-7998-6533-9.ch011

APA

DeMartino, L. & Weiser, S. G. (2021). Striving for Equity in Pandemic Times: The Administrator's Role in the Shift to Online Education in K-12 and Higher Education Spaces. In L. Kyei-Blankson, J. Blankson, & E. Ntuli (Eds.), Handbook of Research on Inequities in Online Education During Global Crises (pp. 199-223). IGI Global. https://doi.org/10.4018/978-1-7998-6533-9.ch011

Chicago

DeMartino, Linsay, and S. Gavin Weiser. "Striving for Equity in Pandemic Times: The Administrator's Role in the Shift to Online Education in K-12 and Higher Education Spaces." In Handbook of Research on Inequities in Online Education During Global Crises, edited by Lydia Kyei-Blankson, Joseph Blankson, and Esther Ntuli, 199-223. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-6533-9.ch011

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Abstract

This chapter considers the impact the COVID-19 pandemic has had on the reality of educational administrators in U.S.-based institutions of education. Looking closely at 17 educational administrators from both K-12 systems and institutions of higher education, the authors come to a more comprehensive understanding of crisis leadership and its impact on equitable educational practices – both for students as well as for the administrators themselves. This chapter is based on a larger project the authors undertook to explore through narratives and photography the experiences of administrators during the global COVID-19 pandemic that began in early 2020. This chapter illustrates the ways that communication, support, and equitable solutions for the learning community are and are not well articulated by leaders. The authors close out this chapter with recommendations for educational leaders during times of crisis as well as for potential follow-up research.