Learning through Disruption: Using Schools' Experiences of COVID to Build a More Resilient Education System

Autor/inn/en	Moss, Gemma; Bradbury, Alice; Braun, Annette; Duncan, Sam; Levy, Rachael
Institution	University College London (UCL) (United Kingdom), Institute of Education (IOE)
Titel	Learning through Disruption: Using Schools' Experiences of COVID to Build a More Resilient Education System
Quelle	(2021), (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; COVID-19; Pandemics; School Closing; Elementary School Students; Teaching Methods; Learning Processes; Educational Change; Barriers; Access to Education; Equal Education; Futures (of Society); Local Issues; School Districts; Educational Practices; Student Needs; Case Studies; Elementary School Teachers; Teacher Attitudes; Parent Attitudes; School Community Relationship; Educational Finance; Decision Making; Community Needs; Food; Security (Psychology); Administrator Role; Crisis Management; Inspection; Testing; Poverty; Family Needs; Curriculum Development; Special Needs Students; Ancillary School Services; Educational Development; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Bildungsreform; Education; Access; Bildung; Zugang; Bildungszugang; Future; Society; Zukunft; School district; Schulbezirk; Bildungspraxis; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Elternverhalten; Bildungsfonds; Decision-making; Entscheidungsfindung; Lebensmittel; Security; Psychology; Sicherheit; Krisenmanagement; Prüfverfahren; Testdurchführung; Testen; Armut; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Sonderpädagogischer Förderbedarf; Bildungsentwicklung
Abstract	The "Learning through Disruption" research project ran between May-August 2021, with funding from the Economic and Social Research Council. The project was based at UCL Institute of Education (IOE) and data collection began in May 2021, shortly after primary schools in England had emerged from the spring 2021 national lockdown, and were beginning to assess what kinds of support might be most appropriate in their specific context. Given the very challenging circumstances that COVID created for education, the authors wanted to identify the actions individual primary schools had taken in response to local circumstances and what the knowledge they had accrued might contribute to rebuilding a more resilient and more equal education system going forward. Therefore the Learning through Disruption study set out to identify: (1) how primary schools had been dealing with the varied impacts of COVID over the course of the pandemic; and (2) what calculations they were making about their most immediate needs during the summer term. In the light of what the authors' case study school staff and parents told them, they wanted to clarify: (1) the extent to which variation in primary school and community experiences should inform funding for recovery; and (2) whether primary schools would benefit from having much more direct control over how any recovery funds should be spent over what length of time. This report describes the study methodology, discusses the findings, and offers recommendations based on the findings. (ERIC).
Anmerkungen	Institute of Education - London. 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7612-6000; Fax: +44-20-7612-6126; e-mail: ioe.ioepress@ucl.ac.uk; Web site: https://www.ucl.ac.uk/ioe/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01