Due to the COVID-19 pandemic, schools across North America closed to in person learning in March 2020. Since then, it has becoming increasingly clear that physical distancing will need to be prolonged in the 2020/2021 school year and possibly resumed in the future. In response, education ministries shifted teaching and learning online. Research is urgently needed to mitigate the effects of COVID-19 on teaching and learning, particularly in the foundational early primary years. This research directly responds to this concern by examining the unique challenges associated with remote teaching and learning in early primary contexts. Given that learning in kindergarten and early primary grades is largely play-and inquiry-based, there is a particular need to investigate the impacts of this move for teachers, parents, and children in K-2. As such, the purpose of this research is twofold: (1) to capture the unique challenges and unanticipated successes associated with remote teaching and learning, and (2) to utilize findings to provide recommendations for remote learning as well as strategies for supporting in-person learning in the COVID-19 era (and post COVID-19 era). Data collection included 45-min semi-structured interviews with K-2 teachers (n = 25) and parents (n =11). All participants were from Ontario Canada. Data were collected from April-June 2020. The sample size was chosen to ensure saturation while uncovering a variety of perspectives. Data were analyzed in NVivo using an emergent thematic approach (Patton, 2016). The emergent thematic approach to analysis revealed five themes: equity considerations, synchronous versus asynchronous teaching and learning, social and emotional effects on students, academic impacts, and effects on parents/families.

The present research examined the influence of celebrity opinion upon individuals' acceptance of the theory of evolution. Priming stimuli were developed purveying pro-evolution, anti-evolution, or neutral opinion (Study 1). When paired with a male celebrity or expert source (Study 2), the male celebrity, but not the male expert, influenced undergraduates' acceptance of evolution. The influence of the male celebrity on acceptance of evolution was replicated in a community sample (Study 3). When paired with a female celebrity source, undergraduates' acceptance of evolution was similarly influenced (Study 4). Together, these findings extend our understanding of the reach of credible celebrity endorsers beyond consumer behavior to core individual beliefs, such as those surrounding the acceptance of human evolution.

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