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Author: Fernando M. Reimers Publisher: Springer Nature ISBN: 3030815005 Category : Education Languages : en Pages : 467
Book Description
This open access edited volume is a comparative effort to discern the short-term educational impact of the covid-19 pandemic on students, teachers and systems in Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, the United Kingdom and the United States. One of the first academic comparative studies of the educational impact of the pandemic, the book explains how the interruption of in person instruction and the variable efficacy of alternative forms of education caused learning loss and disengagement with learning, especially for disadvantaged students. Other direct and indirect impacts of the pandemic diminished the ability of families to support children and youth in their education. For students, as well as for teachers and school staff, these included the economic shocks experienced by families, in some cases leading to food insecurity and in many more causing stress and anxiety and impacting mental health. Opportunity to learn was also diminished by the shocks and trauma experienced by those with a close relative infected by the virus, and by the constrains on learning resulting from students having to learn at home, where the demands of schoolwork had to be negotiated with other family necessities, often sharing limited space. Furthermore, the prolonged stress caused by the uncertainty over the resolution of the pandemic and resulting from the knowledge that anyone could be infected and potentially lose their lives, created a traumatic context for many that undermined the necessary focus and dedication to schoolwork. These individual effects were reinforced by community effects, particularly for students and teachers living in communities where the multifaceted negative impacts resulting from the pandemic were pervasive. This is an open access book.
Author: Fernando M. Reimers Publisher: Springer Nature ISBN: 3030815005 Category : Education Languages : en Pages : 467
Book Description
This open access edited volume is a comparative effort to discern the short-term educational impact of the covid-19 pandemic on students, teachers and systems in Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, the United Kingdom and the United States. One of the first academic comparative studies of the educational impact of the pandemic, the book explains how the interruption of in person instruction and the variable efficacy of alternative forms of education caused learning loss and disengagement with learning, especially for disadvantaged students. Other direct and indirect impacts of the pandemic diminished the ability of families to support children and youth in their education. For students, as well as for teachers and school staff, these included the economic shocks experienced by families, in some cases leading to food insecurity and in many more causing stress and anxiety and impacting mental health. Opportunity to learn was also diminished by the shocks and trauma experienced by those with a close relative infected by the virus, and by the constrains on learning resulting from students having to learn at home, where the demands of schoolwork had to be negotiated with other family necessities, often sharing limited space. Furthermore, the prolonged stress caused by the uncertainty over the resolution of the pandemic and resulting from the knowledge that anyone could be infected and potentially lose their lives, created a traumatic context for many that undermined the necessary focus and dedication to schoolwork. These individual effects were reinforced by community effects, particularly for students and teachers living in communities where the multifaceted negative impacts resulting from the pandemic were pervasive. This is an open access book.
Author: Cathy N. Davidson Publisher: Basic Books ISBN: 0465093183 Category : Education Languages : en Pages : 306
Book Description
A leading educational thinker argues that the American university is stuck in the past -- and shows how we can revolutionize it for our era of constant change Our current system of higher education dates to the period from 1865 to 1925. It was in those decades that the nation's new universities created grades and departments, majors and minors, all in an attempt to prepare young people for a world transformed by the telegraph and the Model T. As Cathy N. Davidson argues in The New Education, this approach to education is wholly unsuited to the era of the gig economy. From the Ivy League to community colleges, she introduces us to innovators who are remaking college for our own time by emphasizing student-centered learning that values creativity in the face of change above all. The New Education ultimately shows how we can teach students not only to survive but to thrive amid the challenges to come.
Author: Terry M. Moe Publisher: Cambridge University Press ISBN: 1108686664 Category : Education Languages : en Pages : 177
Book Description
In this ground breaking analysis, Terry M. Moe treats Hurricane Katrina as a natural experiment that offers a rare opportunity to learn about the role of power in the politics of institutional reform. When Katrina hit, it physically destroyed New Orleans' school buildings, but it also destroyed the vested-interest power that had protected the city's abysmal education system from major reform. With the constraints of power lifted, decision makers who had been incremental problem-solvers turned into revolutionaries, creating the most innovative school system in the entire country. The story of New Orleans' path from failure to revolution is fascinating, but, more importantly, it reveals the true role of power, whose full effects normally cannot be observed, because power has a 'second face' that is hidden and unobservable. Making use of Katrina's analytic leverage, Moe pulls back the curtain to show that this “second face” has profound consequences that stifle and undermine society's efforts to fix failing institutions.
Author: Deborah Nichols Poulos Publisher: Dorrance Publishing ISBN: 1685371450 Category : Education Languages : en Pages : 175
Book Description
Home Schooling: During COVID-19 and Beyond By: Deborah Nichols Poulos Homeschooling has been a challenge for parents and grandparents who have worked so well to keep their children engaged in learning this pandemic year. Debbie speaks to respect and humor in this second book, which are so important for kids and parent/teachers. This book will be a good organizational tool for future homeschoolers and can be adapted to all teaching levels. -- Carole Plack, retired Administrator, Yolo County Office of Education; parent from Debbie Poulos’ 6th grade class, and grandparent ________________ Ms. Nichols Poulos was my son’s 5th grade teacher and, although a bright child, he had certain behavior issues which created challenges in the classroom. Debbie was the only teacher my son had throughout his schooling that I felt really understood him. She knew how to work with him to help him achieve his best potential; to feel cared about and accepted at school. Her skills, knowledge and abilities, along with her compassion for her students, made her an outstanding teacher. She was unforgettable to her students and their parents alike. Home Schooling: During COVID-19 and Beyond is a treasure trove of information parents (and grandparents!) can use to achieve the same success with their children. She has pulled from her first book, The Conscious Teacher, written primarily for teachers, what she thinks will be of the most help to parents. She has added some new information as well. The book’s sections on behavior standards and working with gifted students are especially helpful as a parent and now as I work with my grandkids as they school at home. The advice on how to teach the various subjects of reading, writing, math, social studies and computer skills is invaluable. I have greater confidence to help the kids learn at home, regardless of whether they are primarily learning remotely or in a classroom; this book gives you the tools to enrich their learning. -- Sue Woods, Mediator/Facilitator; Consensus and Collaboration Program, CSUS; BA (1975) Social Welfare, San Diego State University ______________ I'm a grandparent and not homeschooling on a regular basis, but I am often helping grandkids with schoolwork. So Home Schooling: During COVID-19 and Beyond is helpful even for having a successful single lesson. The parts about mutual respect and working WITH your student are very useful. The book is well organized, easy to understand and is full of specific routines for productive and rewarding homeschooling for teacher and student. Debbie taught my daughter, Vinci, in fourth grade and it was a wonderful year for her. She gained the necessary confidence to succeed academically in Debbie’s class that propelled her lively mind and scholastic achievements to this day. -- Dawn Daro, mother of Vinci Daro, B.A. and secondary teaching credential UC Berkeley, taught Junior High Richmond Unified School District _____________________ For parents new to teaching, as for anybody else, simple tools can help a lot. Deborah Nichols Poulos’ Home Schooling: During COVID-19 and Beyond supplies them in a well-organized format. For math, she gives you handy grids for adding, subtracting, multiplying, and dividing, plus simple tricks that aid intuition, such as the use of manipulative objects. To build up reading and spelling, she offers bonus devices for rewarding new learning without any mark-downs for errors. For writing, try her tips on building sentences and paragraphs. Positive feedback, no tears. Even without covid, this book would have been timely. -- Peter and Lin Lindert, parents of Nick Lindert, one of Deborah’s students You can contact Ms. Nichols Poulos at [email protected]
Author: Robert Maranto Publisher: Taylor & Francis ISBN: 1000998509 Category : Education Languages : en Pages : 258
Book Description
This book features contributions from leading experts who present peer reviewed research on how the unprecedented COVID-19 pandemic affected U.S. teachers, students, parents, teaching practices, enrolments, and institutional innovations, offering the first empirical findings exploring educational impacts likely to last for decades. The COVID-19 pandemic presented the greatest crisis in the history of U.S. schooling, with America’s 50 states, thousands of school systems, and tens of thousands of private and charter schools responding in myriad ways. This book brings together peer reviewed, empirical research on how U.S. schools responded, and on the educational and health impacts likely to persist for many years. Contributors explore how the U.S. responses differed from those in other countries, with slower reopening, and both reopening and modes of instruction varying widely across states and school sectors. Compared to European countries, U.S. responses to reopening schools reflected political influences more than health or educational needs, though this was less true in market-based private and charter schools. The pandemic was a catalyst for school choice movements across the U.S. Many parents reacted to school closings by exploring alternatives to traditional public schools, including an important and likely permanent innovation, small, parent-created or “pod” schools. As the papers here detail, long term student learning loss and health and socioemotional impacts of COVID-19 closings may well last for decades. The volume concludes by exploring teacher experiences across different sectors following the pandemic. COVID-19 and Schools will be a key resource for academics, researchers, and advanced students of education, education policy and leadership, educational research, research methods, economics, sociology and psychology. The chapters included in this book were originally published as a special issue of Journal of School Choice.
Author: Khadijah Ali-Coleman Publisher: IAP ISBN: 1648027849 Category : Education Languages : en Pages : 243
Book Description
In 2021, the United States Census Bureau reported that in 2020, during the rise of the global health pandemic COVID-19, homeschooling among Black families increased five-fold. However, Black families had begun choosing to homeschool even before COVID-19 led to school closures and disrupted traditional school spaces. Homeschooling Black Children in the US: Theory, Practice and Popular Culture offers an insightful look at the growing practice of homeschooling by Black families through this timely collection of articles by education practitioners, researchers, homeschooling parents and homeschooled children. Homeschooling Black Children in the US: Theory, Practice and Popular Culture honestly presents how systemic racism and other factors influence the decision of Black families to homeschool. In addition, the book chapters illustrate in different ways how self-determination manifests within the homeschooling practice. Researchers Khadijah Ali-Coleman and Cheryl Fields-Smith have edited a compilation of work that explores the varied experiences of parents homeschooling Black children before, during and after COVID-19. From veteran homeschooling parents sharing their practice to researchers reporting their data collected pre-COVID, this anthology of work presents an overview that gives substantive insight into what the practice of homeschooling looks like for many Black families in the United States.
Author: Robert J. Ceglie Publisher: Emerald Group Publishing ISBN: 180262743X Category : Education Languages : en Pages : 238
Book Description
The COVID-19 pandemic has impacted all schoolchildren across the world. In this book, we explore the impact that this has had on children, parents, teachers, and administrators. Some lessons learned from these experienced are revealed as are ideas for how we can proceed for the betterment of our students.
Author: Marni E. Fisher Publisher: Routledge ISBN: 1000435156 Category : Education Languages : en Pages : 127
Book Description
This volume narrates and shares the often-unheard voices of students, parents, and educators during the COVID-19 pandemic. Through close analysis of their lived experiences, the book identifies key patterns, pitfalls, and lessons learnt from pandemic education. Drawing on contributions from all levels of the US education system, the book situates these myriad voices and perspectives within a prismatic theory framework in order to recognise how these views and experiences interconnect. Detailed narrative and phenomenological analysis also call attention to patterns of inequality, reduced social and emotional well-being, pressures on parents, and the role of communication, flexibility, and teacher-led innovation. Chapters are interchanged with interludes that showcase a lyrical and authentic approach to understanding the multiplicity of experience in the text. Providing a valuable contribution to the contemporary field of pandemic education research, this volume will be of interest to researchers, academics, and educators with an interest in the sociology of education, online teaching and eLearning, and those involved with the digitalization of education at all levels. Those more broadly interested in educational research methods and the effects of home-schooling will also benefit.
Author: Michael Q. McShane Publisher: Rowman & Littlefield ISBN: 1475857985 Category : Education Languages : en Pages : 143
Book Description
All across the country, in traditional public, public charter, and private schools, entrepreneurial educators are experimenting with the school day and school week. Hybrid Homeschools have students attend traditional classes in a brick-and-mortar school for some part of the week and homeschool for the rest of the week. Some do two days at home and three days at school, others the inverse, and still others split between four days at home or school and one day at the other. This book dives deep into hybrid homeschooling. It describes the history of hybrid homeschooling, the different types of hybrid homeschools operating around the country, and the policies that can both promote and thwart it. At the heart of the book are the stories of hybrid homeschoolers themselves. Based on numerous in-depth interviews, the book tells the story of hybrid homeschooling from both the family and educator perspective.
Author: National Academies of Sciences, Engineering, and Medicine Publisher: National Academies Press ISBN: 0309680077 Category : Education Languages : en Pages : 115
Book Description
The COVID-19 pandemic has presented unprecedented challenges to the nation's K-12 education system. The rush to slow the spread of the virus led to closures of schools across the country, with little time to ensure continuity of instruction or to create a framework for deciding when and how to reopen schools. States, districts, and schools are now grappling with the complex and high-stakes questions of whether to reopen school buildings and how to operate them safely if they do reopen. These decisions need to be informed by the most up-to-date evidence about the SARS-CoV-2 virus that causes COVID-19; about the impacts of school closures on students and families; and about the complexities of operating school buildings as the pandemic persists. Reopening K-12 Schools During the COVID-19 Pandemic: Prioritizing Health, Equity, and Communities provides guidance on the reopening and operation of elementary and secondary schools for the 2020-2021 school year. The recommendations of this report are designed to help districts and schools successfully navigate the complex decisions around reopening school buildings, keeping them open, and operating them safely.
Author: Fernando M. Reimers
Author: Fernando M. Reimers
Author: Cathy N. Davidson
Author: Terry M. Moe
Author: Deborah Nichols Poulos
Author: Robert Maranto
Author: Khadijah Ali-Coleman
Author: Robert J. Ceglie
Author: Marni E. Fisher
Author: Michael Q. McShane
Author: National Academies of Sciences, Engineering, and Medicine