Responding to COVID-19, Briefing Note 2: Learning after Lockdown

Autor/in	Moss, Gemma
Institution	UCL Institute of Education (IOE) (United Kingdom), International Literacy Centre (ILC)
Titel	Responding to COVID-19, Briefing Note 2: Learning after Lockdown
Quelle	(2020), (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	COVID-19; Pandemics; School Closing; Elementary School Students; Elementary School Teachers; Teacher Attitudes; Teaching Experience; School Districts; Safety; Learner Engagement; School Community Relationship; Educational Practices; Student Needs; Diversity; Futures (of Society); Educational Change; Foreign Countries; Resource Allocation; School District Autonomy; Learning Processes; Teacher Surveys; Instructional Leadership; Administrator Attitudes; United Kingdom (England) + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; School district; Schulbezirk; Sicherheit; Bildungspraxis; Future; Society; Zukunft; Bildungsreform; Ausland; Ressourcenallokation; School districts; Autonomy; School autonomy; Schulautonomie; Learning process; Lernprozess; Instruction; Leadership; Bildung; Erziehung; Führung
Abstract	This briefing note sets out key findings from our research based on tracking primary schools' responses to the crisis from lockdown onwards. The briefing is intended to help guide primary schools in supporting pupil learning going forward. Teachers' experiences of the COVID crisis have been hugely varied and influenced by the local circumstances that each school has faced. Schools and parents have had to grapple with difficult questions about how to keep everyone safe as well as keeping children engaged with education during turbulent times. This has meant schools developing new ways of working and setting new priorities in order to best support their communities at this difficult time. There are many different visions for how schools should respond to what has happened and prepare for what lies ahead. Here we set out what our research tells us about the following issues: (1) Supporting pupils returning to school after a period of absence; (2) Setting priorities for learning in the light of diverse needs; and (3) Preparing for further periods of disruption. [This briefing note stems from the research project, "A duty of care and a duty to teach: educational priorities in response to the COVID-19 crisis," funded by the the Economic and Social Research Council and co-investigated by Alice Bradbury, Sam Duncan, Sinead Harmey and Rachael Levy. For Briefing Note 1, see ED624021.] (As Provided).
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