[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-586899-105":59,"doc-detail-586899-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-impacts-of-covid-19-on-schools-willingness-to-participate-in-research","The Impacts of COVID-19 on Schools’ Willingness to Participate in Research","","COVID-19 significantly affected school-based research participation by disrupting instructional time, forcing a rapid shift to remote learning, and increasing requirements for technology sourcing and training. Despite broader access to devices and connectivity, schools continued to face a digital divide and staffing instability, including high turnover and difficulty filling roles. Findings indicate ongoing absenteeism impacts and refusals driven by state testing and other survey commitments. Recruitment strategies should incorporate shared perceptions and address educators’ post-pandemic burdens.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-impacts-of-covid-19-on-schools-willingness-to-participate-in-research/586899/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-impacts-of-covid-19-on-schools-willingness-to-participate-in-research/586899.png","ImageObject",300,407,{"name":92,"@type":93},"Sarah ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How did COVID-19 affect schools’ willingness to participate in school-based research?","Question",{"text":112,"@type":113},"The report links reduced willingness to concerns about lost instructional time, staffing issues, and the additional burden on educators during recovery from COVID-related disruptions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What were the most common reasons schools refused research participation?",{"text":117,"@type":113},"Schools most often cited commitments to state testing or other surveys as the reason for refusal.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges should researchers consider when recruiting school-based participants post-pandemic?",{"text":121,"@type":113},"Researchers should account for ongoing instructional time loss, increased teacher workloads, visitor-access restrictions affecting in-person collection, and the risk of nonparticipation that can bias results.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586899,1792063111,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085320529,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","RTI Press ®  \nResearch Brief  \nISSN 2378-7929  \nJanuary 2024  \nThe Impacts of COVID-19 on Schools’ Willingness to Participate in Research  \nSara Carter, Jane Griffin, Samantha Lako, Cheryl Harewood, Lisa Kessler, and Elizabeth Parish  \nBackground  \nCOVID-19 had significant impacts on the field of education and, in turn, on school-based research. For our purposes, school-based research refers to research conducted within the school setting. During this unprecedented time in our recent history, schools needed to close unexpectedly, resulting in loss of learning time as educators shifted curricula to a virtual format. The shift to remote learning needed to happen quickly, but schools needed time, effort, and funding to source technology and to train both staff and students to use it. Although the use of technology (i.e., Chromebooks/laptopsand internet connectivity) increased and these specific devices are now more widely accessible than before COVID-19, a“digital divide” still exists.1 Furthermore, districts and schools report staffing concerns such as extreme staff turnover ratesand the inability to fill vacated positions.2 Addressing the  \nKey Findings  \n• The COVID-19 pandemic impacted schools’ willingness to participate in school-based research in a variety of ways, such as concerns over loss of student instructional time and staffing issues.  \n• COVID-19 may have had an ongoing effect on absenteeism. Two years after initial COVID-19 lockdowns, public schools reported increased student and teacher absenteeism in May 2022 compared with prior school years.  \n• The most common reason for refusal cited by schools was their commitments to state testing or other surveys.  \n• Researchers should leverage shared insights regarding perceptions of school-based research and schools’ needs and incorporate these into recruitment strategies.  \nlasting effects brought about by school closures, learning loss, increased use of technology in instruction, and staffing issues are major challenges that education leaders and decisionmakers face in the post–COVID-19 education climate. Consequently, education leaders indicate that the burden of addressing these challenges has limited their willingness or ability to participate in external research initiatives.3  \nThe RTI International school recruitment team hosted a series of five focus groups in May and June 2021 to engage with key education leaders at the state, district, and school levels. Education leaders (e.g., state education agency officials; district superintendents, assessment directors, and research personnel; and school principals representing public, private, charter, and virtual schools) from 30 states shared insight on the perceived barriers and benefits to participation in school-based research. These individuals were asked questions about their research priorities and decision-making processes for participation in research initiatives. As leaders openly shared their perspectives  \nRTI Press Publication No. RB-0036-2401 . Research Triangle Park, NC: RTI Press.  \n[https://doi.org/10.3768/rtipress.2024.rb.0036.2401](https://doi.org/10.3768/rtipress.2024.rb.0036.2401)  \nCOVID-19’s Impacts on Participation in School-Based Research  \nthroughout the focus groups, the following summarizes their sentiments about the additional challenges to school-based research after COVID-19: “the burden placed on educators as schools are beginning to recover from COVID-related disruptionsand are trying to address student learning loss is widespread. Participation in additional research activities, especially that of voluntary studies, may be considered an untimely request.”Looking ahead to school-based research in a post-pandemic world, education leaders conveyed that there would be additional challenges that include the loss of instructional time, increased teacher workloads, and restriction to visitor access, which could impact in-person data collection.3  \nThe post-pandemic challenges faced by educato","cbCaibdVO1rC7PoQ","https://ap.wps.com/l/cbCaibdVO1rC7PoQ","pdf",573749,"English","# Background\n# Key Findings\n# COVID-19’s Impacts on Participation in School-Based Research","[{\"question\":\"How did COVID-19 affect schools’ willingness to participate in school-based research?\",\"answer\":\"The report links reduced willingness to concerns about lost instructional time, staffing issues, and the additional burden on educators during recovery from COVID-related disruptions.\"},{\"question\":\"What were the most common reasons schools refused research participation?\",\"answer\":\"Schools most often cited commitments to state testing or other surveys as the reason for refusal.\"},{\"question\":\"What challenges should researchers consider when recruiting school-based participants post-pandemic?\",\"answer\":\"Researchers should account for ongoing instructional time loss, increased teacher workloads, visitor-access restrictions affecting in-person collection, and the risk of nonparticipation that can bias results.\"}]","The Impacts of COVID-19 on Schools’ Willingness to Participate in Research | PDF",1792059881,15]