Beyond the Headlines: Trends and Future Directions in the School Closure Literature

Autor/inn/en	Ewing, Eve L.; Green, Terrance L.
Titel	Beyond the Headlines: Trends and Future Directions in the School Closure Literature
Quelle	In: Educational Researcher, 51 (2022) 1, S.58-65 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ewing, Eve L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X211050944
Schlagwörter	School Closing; School Districts; COVID-19; Pandemics; Educational Trends; Educational Research; Educational Policy; Urban Schools; Suburban Schools; Rural Schools + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); School district; Schulbezirk; Bildungsentwicklung; Bildungsforschung; Pädagogische Forschung; Politics of education; Bildungspolitik; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Rural area; Rural areas; Ländlicher Raum; Schulen
Abstract	With the looming impacts of COVID-19 on district budgets, the growth of school choice options, and population shifts across urban, suburban, and rural contexts, an increasing number of districts have closed schools and more districts are expected to follow this trend. Rich scholarship has examined school closures; however, this field of research is limited in scope and methodological approach, and overwhelmingly focuses on the mass urban school closures of the mid-2010s. This offers a timely opportunity to consider new directions in the field. In this article, we identify trends in the scholarship on school closures by examining the empirical research in this area over nearly two decades. We conclude by offering a research agenda for future scholarship on school closures. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01