This qualitative study combines two methodological frameworks in an attempt to elucidate the best of what occurred in the teaching and learning practices during the massive school closures necessitated during the COVID-19 pandemic in the U. S. Using a phenomenological viewpoint informed by the practices of appreciative inquiry, interviews were conducted with education professionals to hear stories of unanticipated benefits in education - times where things went well, new insights were gained, new teaching techniques/frameworks explored, or significant student benefits noted. Participant voices, experiences, ‘aha’ moments, insights, and thoughts form an emergent picture of what has gone well during this profoundly chaotic and stressful time period in the education profession.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License