Primary and Secondary Education During Covid-19 : : Disruptions to Educational Opportunity During a Pandemic.

• Author: Reimers, Fernando M.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2021.; ©2022.
• Year of Publication: 2021
• Edition: 1st ed.
• Language: English
• Physical Description: 1 online resource (467 pages)

Table of Contents

• Primary and Secondary Education During Covid-19
• Contents
• 1 Learning from a Pandemic. The Impact of COVID-19 on Education Around the World
• 1.1 Introduction
• 1.2 Goals and Significance of this Study
• 1.3 A Stylized Global Summary of the Facts
• 1.4 The Backdrop to the Pandemic: Enormous and Growing Inequality and Social Exclusion
• 1.5 The Pandemic and Health
• 1.6 The Pandemic, Poverty, and Inequality
• 1.7 Readiness for Remote Teaching During a Pandemic
• 1.8 What are the Short-term Educational Impacts of the Pandemic?
• 1.9 Methods
• References
• 2 Experiences with Risk-Management and Remote Learning During the COVID-19 Pandemic in Brazil: Crises, Destitutions, and (Possible) Resolutions
• 2.1 Introduction
• 2.2 Education and Its Discontents with COVID-19 in Brazil: When the Wave of Uncertainty Hits the Hardest, Risk-Management Needs to Be in Place
• 2.3 The Loss of Instructional Time and the Sense of Urgency to Mitigate COVID-19 Shocks
• 2.4 New Means of Instruction and Curriculum Reprioritization in the COVID-19 Context
• 2.5 The Variance of Responses Against COVID-19 and the Waning of Learning and Participation
• 2.6 The Attempt to Gradually Reopen Schools to Avoid Further Losses: The Contentious Site of Education
• 2.7 Planting Seeds of Hope in Shaken Terrain: The Possibilities to Build a Future After a Traumatic Event
• Appendix
• References
• 3 The Fragility of the School-in-Pandemic in Chile
• 3.1 Education in Chile: Basic Context
• 3.2 Policies Adopted to Confront the Pandemic in Education
• 3.3 Effects of the Pandemic on the Educational Process and the Responses of Actors
• 3.4 The Fragility of the Experience of Schooling at Home
• 3.5 Final Reflections: Looking to the Post-pandemic School
• Appendix 1
• References.
• 4 Experiences of Moving Quickly to Distance Teaching and Learning at All Levels of Education in Finland
• 4.1 Introduction
• 4.2 Finnish Education Context
• 4.3 Preconditions for Distance Teaching and Learning During the Pandemic
• 4.4 Organisation of Teaching and Learning During the Pandemic
• 4.5 School-Level Teaching and Learning Experiences During the Pandemic
• 4.6 Teacher, Principal and Student Well-Being During the Pandemic
• 4.7 Discussion
• References
• 5 Covid-19 and Education on the Front Lines in Japan: What Caused Learning Disparities and How Did the Government and Schools Take Initiative?
• 5.1 Introduction
• 5.2 The COVID-19 Pandemic and Japan's Response
• 5.3 Home-Based Learning During the School Closure and MEXT's Policy Initiatives
• 5.3.1 Background: Japan's Education System
• 5.3.2 Disparity in Home-Based Learning During School Closure by School Type
• 5.3.3 Disparity in Home-Based Learning During School Closure by Prefecture
• 5.3.4 The GIGA School Initiative as the Policy Solution
• 5.3.5 MEXT's Additional Supportive Policy Measures
• 5.4 Threat to Learning Opportunities and Room for Optimism Amidst the Pandemic
• 5.4.1 Deprivation of Learning Opportunities from Children in Single-Parent Households
• 5.4.2 Ray of Hope for Education Amidst the COVID-19 Pandemic
• 5.5 Conclusion: Implications for Future Education and Policy
• Appendix A: List of Questions from the Survey by the Cabinet Office
• Appendix B: Overview of MEXT's Policy Initiatives
• References
• 6 COVID-19 and Post-pandemic Educational Policies in Mexico. What is at Stake?
• 6.1 Introduction
• 6.2 Conditions Before the Pandemic
• 6.3 National and Local Government Responses to the COVID-19 Pandemic
• 6.3.1 Main Strategies
• 6.3.2 Technological Platforms
• 6.3.3 Local Government Responses.
• 6.4 What Do We Know About the Effects of the Pandemic in Mexico?
• 6.5 What Do We Know About Potential Interventions?
• 6.5.1 Policy Options
• 6.6 Final Comments
• References
• 7 Homeschooling in Norway During the Pandemic-Digital Learning with Unequal Access to Qualified Help at Home and Unequal Learning Opportunities Provided by the School
• 7.1 Introduction
• 7.2 The Norwegian Context
• 7.3 Pandemic Pedagogy: Digitally Mediated Learning
• 7.4 Parents' Survey on Homeschooling
• 7.5 Analyses and Results
• 7.6 Discussion
• 7.7 Conclusion
• References
• 8 The Portuguese Educational Policy to Ensure Equity in Learning in Times of Crises
• 8.1 Introduction
• 8.2 The Portuguese Education Context
• 8.3 Policy Measures to Face the COVID-19 Pandemic
• 8.4 Methodological Approach
• 8.5 Enactment of Policies and Teachers' Perceptions
• 8.6 Conclusions
• References
• 9 General Education in Russia During COVID-19: Readiness, Policy Response, and Lessons Learned
• 9.1 Introduction
• 9.2 Methodology, Data, and Limitations
• 9.3 The Russian Education System in the Face of the COVID-19 Coronavirus Pandemic
• 9.4 Education Policy at Different Levels During the COVID-19 Pandemic: General Trends
• 9.5 Consequences and Lessons of the Coronavirus Pandemic
• 9.6 Discussion and Conclusions
• Appendix 9.1
• Appendix 9.2
• Appendix 9.3
• Appendix 9.4
• Appendix 9.5
• References
• 10 Science, Social Responsibility, and Education: The Experience of Singapore During the COVID-19 Pandemic
• 10.1 Introduction
• 10.2 Unfolding of the COVID-19 Pandemic in Singapore
• 10.3 Operating on Science and Government-Wide Approach
• 10.4 Emphasizing Social Responsibility
• 10.5 Minimizing the Loss of Learning and Seizing Opportunities for Teachable Moments
• 10.6 Use of Technology: Student Learning Space.
• 10.7 Professional Development and the Co-Sharing Teacher Community
• 10.8 Challenges of Learning for Vulnerable Groups
• 10.9 Lessons Learned and Future Implications
• 10.9.1 Curriculum
• 10.9.2 Pedagogy
• 10.9.3 Structure
• 10.10 Conclusion and Remarks
• References
• 11 The Spanish Response to the Covid-19 Pandemic: From Joint Governance to Lack of Governance
• 11.1 Introduction Organization, Structure, and Legal Framework of the Spanish Education System
• 11.2 The Current Educational System in Spain
• 11.3 The Response to the Pandemic and the Impacts on Education
• 11.4 Conclusions
• References
• 12 The Impact of COVID-19 on a Fragile Education System: The Case of South Africa
• 12.1 Introduction
• 12.2 The Beginning of the Pandemic
• 12.3 Outlining the Fragility of the South African Educational System
• 12.4 Government's Response to COVID-19
• 12.5 Education in 2020 and 2021: The Impact of COVID-19
• 12.6 Time Away from Schools and Classrooms: Deepening and Widening Inequalities
• 12.7 Development of the Individual Learner
• 12.8 Conclusion
• References
• 13 COVID-19 and U.S. Schools: Using Data to Understand and Mitigate Inequities in Instruction and Learning
• 13.1 Introduction
• 13.2 The U.S. Public Education Context and Policy Response to COVID-19
• 13.2.1 Educational Context in the Early Phases of the Pandemic
• 13.2.2 Policies for Remote Learning
• 13.3 Impact of COVID-19 on Instruction and Learning in U.S. K-12 Schools
• 13.3.1 Opportunities to Learn During Widespread School Closures
• 13.3.2 Likely Short-Term Effects of the Pandemic on Student Outcomes
• 13.3.3 Potential Longer-Term Effects on Student Learning and Well-Being
• 13.4 Advancing Measurement and Data Systems to Promote Equitable Opportunities in the Wake of the Pandemic
• 13.4.1 Monitoring Opportunity to Learn.
• 13.4.2 Monitoring Learning Outcomes to Inform Policy and Practice
• 13.4.3 Monitoring Social and Emotional Learning
• 13.5 Conclusion
• References
• 14 Ambitious and Sustainable Post-pandemic Workplace Design for Teachers: A Portrait of the Arizona Teacher Workforce
• 14.1 Introduction
• 14.1.1 Portrait of the Pre-pandemic Teacher Workforce
• 14.1.2 Escalating Expectations for Teachers: Pre-pandemic
• 14.1.3 Escalating and Intensifying Professional Demands During the COVID-19 Pandemic
• 14.1.4 Compounding Factors: Personal, Structural, and Social Considerations
• 14.1.5 Arizona Context
• 14.1.6 Arizona COVID-19 Policy Timeline and Guidance
• 14.2 Findings
• 14.3 Conclusion
• References
• 15 Education in the Time of COVID-19 in France, Ireland, the United Kingdom and the United States: the Nature and Impact of Remote Learning
• 15.1 Introduction
• 15.2 Aspects of Schooling During Lockdowns
• 15.2.1 School Building Closures Meant that Most, but not All Students, Changed the Location and Form of Their Schooling
• 15.2.2 Instruction and Instructional Materials Were Mainly Online or Paper-Based, Although Classes Were Sometimes Cancelled
• 15.2.3 Access to Digital Devices and Networks Was Limited for a Sizeable Minority of the Population
• 15.2.4 Teachers May Have Lowered Their Ambitions Regarding the Content of Instruction
• 15.3 Learning Time During School Closures
• 15.3.1 Around 10 to 20% of Students May Have Stopped Their School Learning Activities
• 15.3.2 Students Spent About Half Their Normal "in-Person" Time on School-Related Learning Activities
• 15.3.3 Time on Schoolwork Shows no Strong Relationships with Parental Education or Household Income
• 15.4 Parental and Family Involvement
• 15.4.1 Younger Children Received More Assistance from Parents.
• 15.4.2 Around Half or Less of Parents Felt Capable to Assist with Their children's Remote Education.