Schooling interrupted: educating children and youth in the Covid-19 era.

Autor/in	Anderson, Lorin W.
Titel	Schooling interrupted: educating children and youth in the Covid-19 era. Paralleltitel: Prekinjeno solanje: izobrazevanje otrok in mladih v dobi covida-19.
Quelle	In: CEPS journal, 11 (2021) Special Issue, S. 17-38Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.25656/01:23626 10.26529/cepsj.1128
URN	urn:nbn:de:0111-pedocs-236264
Schlagwörter	Kind; Schule; Schulschließung; Schulleiter; Schulverwaltung; Lehrer; Lernbedingungen; Hausunterricht; Computerunterstützter Unterricht; COVID-19; Pandemie; Forschungsstand; Fernunterricht; Empfehlung; Herausforderung; Wirkung; Jugendlicher; USA
Abstract	Distance education has been practised for generations, although its purpose and form have changed. Correspondence courses, in which students receive instruction via mail and respond with assignments or questions to the instructor, date back to the mid-1800s, if not earlier. As technology changed, so did the nature of distance education. Radio, television, computers, and, most recently, the internet have supported distance education over the years. Research studies on the use and effectiveness of distance education focus almost exclusively on higher education. A recent research synthesis suggests that fewer than five per cent of the studies have addressed K-12 education. The Covid-19 pandemic, however, has brought distance education into K-12 schools and classrooms. Distance education in the Covid-19 era has been referred to as 'emergency remote teaching' (ERT) because, with little research on which to rely, teachers must improvise quick solutions under less-than-ideal circumstances, a situation that causes many teachers to experience stress. The purpose of this paper is to address five fundamental questions. First, what problems have K-12 school administrators and teachers faced in implementing ERT? Second, under what conditions has ERT been effective since the advent of the Covid-19 pandemic? Third, what are the strengths of ERT in K-12 schools and classrooms? Fourth, what are the weaknesses of ERT in K-12 schools and classrooms? Fifth, to what extent will lessons learned from ERT influence teaching and learning when the pandemic abates? The paper concludes with a brief set of recommendations. Throughout the paper, the focus is on K-12 education. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2