Responding to COVID-19, Briefing Note 3: Resetting Educational Priorities in Challenging Times

Autor/in	Moss, Gemma
Institution	UCL Institute of Education (IOE) (United Kingdom), International Literacy Centre (ILC)
Titel	Responding to COVID-19, Briefing Note 3: Resetting Educational Priorities in Challenging Times
Quelle	(2020), (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	COVID-19; Pandemics; Accountability; School Closing; Student Needs; Disadvantaged; Foreign Countries; Elementary School Students; Educational Policy; Crisis Management; Decision Making; Administrator Attitudes; Educational Finance; Resource Allocation; Achievement Tests; School District Autonomy; Educational Change; Inspection; Teacher Attitudes; Elementary School Teachers; Educational Practices; Teacher Surveys; Instructional Leadership; United Kingdom (England) + Suchen Sie Ihr Suchwort? Verantwortung; School closings; Schule; Schließung; Schließung (von Schulen); Ausland; Politics of education; Bildungspolitik; Krisenmanagement; Decision-making; Entscheidungsfindung; Bildungsfonds; Ressourcenallokation; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School district; School districts; Autonomy; School autonomy; Schulautonomie; Bildungsreform; Prüfverfahren; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungspraxis; Instruction; Leadership; Bildung; Erziehung; Führung
Abstract	This briefing note is intended to prompt discussion on how to repair the fragilities in the education system that COVID has revealed. Over the length of our research project we have seen a gulf open up between government policy announcements and primary schools' experiences of the crisis on the ground (Bradbury, 2020). Our data show teachers, head teachers and system leaders have not felt listened to by the DfE. Our respondents have expressed little confidence in decisions taken by government or the ways in which these have been communicated. The very different priorities that have emerged during the crisis for government and for teachers have set an agenda for change. This briefing note considers three critical issues: (1) How the education system recognises the needs of our most disadvantaged communities and funds the schools that work with them; (2) The stresses in our testing and accountability systems that COVID has exacerbated; and (3) The need to better support locally-responsive decision-making at times of crisis. [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 2, see ED624022. For another related brief, "Research Evidence to Support Primary School Inspection Post-COVID," see ED623982.] (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