Literaturnachweis - Detailanzeige
| Autor/inn/en | Lambert, Melissa; Sassone, Joseph |
|---|---|
| Titel | Accelerate, Don't Remediate: An Instructional Framework for Meeting the Needs of the Most Vulnerable Students after COVID School Closures |
| Quelle | In: Journal for Leadership and Instruction, 19 (2020) 2, S.8-13 (6 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2475-6032 |
| Schlagwörter | COVID-19; Pandemics; School Closing; Academic Achievement; Equal Education; School Schedules; At Risk Students; Acceleration (Education); Mathematics Achievement; Reading Achievement; Student Needs; Access to Education |
| Abstract | Research on seasonal learning and time in and out of school provided the foundation for preliminary projections that students would return in fall 2020 with approximately 63-68% of the learning gains in reading relative to a typical school year and with 37-50% of the learning gains in math (Kuhfeld, Soland, Tarasawa, Johnson, Ruzek, & Liu, 2020). This is detrimental for all students, but potentially catastrophic for those who were already academically behind grade-level. Responding to this unprecedented crisis will take more than the typical academic remediation for students, there is a need to improve access to rigorous, grade-level academics with targeted support to accelerate learning. In this article the authors provide a narrative review of research related to the impact of COVID-19 school closures on student achievement and what it means for educators. Findings were applied to an instructional framework that incorporates critical considerations toward equitably serving the most vulnerable students. (As Provided). |
| Anmerkungen | SCOPE Education Services. 100 Lawrence Avenue, Smithtown, NY 11787. Tel: 631-360-0834; Fax: 631-360-8489; e-mail: contact@scopeonline.us; Web site: http://scopeonline.us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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