Restorative Restart: The Path towards Reimagining and Rebuilding Schools

Autor/inn/en	Myung, Jeannie; Kimner, Hayin; Cottingham, Benjamin W.; Luna, Sergio Diaz; Shiels, Socorro; Hough, Heather
Institution	Stanford University, Policy Analysis for California Education (PACE)
Titel	Restorative Restart: The Path towards Reimagining and Rebuilding Schools
Quelle	(2021), (77 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Educational Change; COVID-19; Pandemics; Educational Improvement; Elementary Secondary Education; School Districts; School Closing; Distance Education; Educational Planning; Family Involvement; Student Needs; School Community Relationship; Partnerships in Education; Individualized Instruction; Mental Health; Equal Education; Culturally Relevant Education; Systems Approach; Resource Allocation; Technology Uses in Education; California + Suchen Sie Ihr Suchwort? Bildungsreform; Teaching improvement; Unterrichtsentwicklung; School district; Schulbezirk; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Bildungsplanung; Hochschulpartnerschaft; Individualisierender Unterricht; Psychohygiene; Systemischer Ansatz; Ressourcenallokation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kalifornien
Abstract	When K-12 schools in California closed for in-person instruction in response to COVID-19 in March 2020, few would have predicted that most schools would remain physically closed for more than one year. Throughout this period, California's educators and students have continued teaching and learning remotely for the most part, demonstrating resilience and perseverance to sustain schooling under unprecedented circumstances. Nonetheless, the impact of COVID-19 and associated educational disruptions were challenging for all students; its consequences were particularly severe for students who had inadequate access to distance learning opportunities as well as for those from communities that were disproportionately affected by the economic and public health impacts of COVID-19. This report offers a framework for advancing student learning for California's students as school and community leaders navigate the challenges that lie ahead when schools reopen at scale in the 2021-22 school year. It presents specific actions, grounded in the science of learning and development, that schools can take to ensure a restorative restart for students. This report also includes a guide to anticipate and plan for the costs associated with the five restorative restart action areas: (1) center relationships among families, students, and educators; (2) understand whole child needs; (3) strengthen staffing and deepen community-based partnerships to address students' individualized learning and mental health needs; (4) prioritize racial equity, relevance, and rigor in curriculum and instruction; and (5) lay the groundwork for systemic transformation. This report is intended to guide school and district leaders in their plans and approaches to returning to school at scale at the start of the 2021-22 school year. The restorative actions included in this report were developed by California-based family and student engagement organizations, educator organizations, research institutes, and civil rights and equity groups. They arise from the evidence that has collectively emerged from focus groups with educators, students, and parents and guardians; polls and surveys of stakeholders; a deep review of the literature; and original research conducted on COVID-19's impact on schools and students. (ERIC).
Anmerkungen	Policy Analysis for California Education, PACE. 520 Galvez Mall, CERAS Room 401, Stanford, CA 94305-3001. Tel: 650-724-2832; Fax: 510-642-9148; e-mail: info@edpolicyinca.org; Web site: http://www.edpolicyinca.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01