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001431159 001__ 1431159
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001431159 020__ $$a9783030815004$$q(electronic bk.)
001431159 020__ $$a3030815005$$q(electronic bk.)
001431159 020__ $$z9783030814991$$q(hardback)
001431159 0247_ $$a10.1007/978-3-030-81500-4$$2doi
001431159 035__ $$aSP(OCoLC)1269494853
001431159 040__ $$aGW5XE$$beng$$erda$$epn$$cGW5XE$$dOCLCO$$dYDX$$dOCLCF$$dUIU$$dOCLCQ$$dOCLCO$$dOCLCQ
001431159 049__ $$aISEA
001431159 050_4 $$aLC5800$$b.P75 2022
001431159 08204 $$a371.35$$223
001431159 24500 $$aPrimary and secondary education during Covid-19 :$$bdisruptions to educational opportunity during a pandemic /$$cFernando M. Reimers, editor.
001431159 264_1 $$aCham :$$bSpringer,$$c[2022]
001431159 264_4 $$c©2022
001431159 300__ $$a1 online resource (vi, 475 pages) :$$billustrations (chiefly color)
001431159 336__ $$atext$$btxt$$2rdacontent
001431159 337__ $$acomputer$$bc$$2rdamedia
001431159 338__ $$aonline resource$$bcr$$2rdacarrier
001431159 504__ $$aIncludes bibliographical references.
001431159 5050_ $$aLearning from a pandemic. The impact of COVID-19 on education around the world -- Experiences with risk-management and remote learning during the COVID-19 pandemic in Brazil: crises, destitutions, and (possible) resolutions -- The fragility of the school-in-pandemic in Chile -- Experiences of moving quickly to distance teaching and learning at all levels of education in Finland -- Covid-19 and Education on the Front Lines in Japan: What Caused Learning Disparities and How did the Government and Schools Take Initiative? -- COVID-19 and post-pandemic educational policies in Mexico. What is at stake? -- Homeschooling in Norway during the Pandemic -- Digital learning with unequal access to qualified help at home and unequal learning opportunities provided by the school -- The Portuguese educational policy to ensure equity in learning in times of crises -- General Education in Russia During COVID-19: Readiness, Policy Response, and Lessons Learned -- Science, Social Responsibility, and Education: The Experience of Singapore During the COVID-19 Pandemic -- The Spanish Response to The Covid-19 Pandemic: From joint governance to Lack of governance -- The Impact of COVID-19 on a Fragile Education System: The Case of South Africa -- COVID-19 and U.S. Schools: Using Data to Understand and Mitigate Inequities in Instruction and Learning -- Ambitious and sustainable post-pandemic workplace design for teachers: A portrait of the Arizona teacher workforce -- Education In the Time Of COVID-19 In France, Ireland, The United Kingdom and The United States: Nature and Impact of Remote Learning -- The Unequal Impacts of COVID-19 on Student Learning -- Conclusions and Implications.
001431159 5060_ $$aOpen access$$5GW5XE
001431159 520__ $$aThis open access edited volume is a comparative effort to discern the short-term educational impact of the covid-19 pandemic on students, teachers and systems in Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, the United Kingdom and the United States. One of the first academic comparative studies of the educational impact of the pandemic, the book explains how the interruption of in person instruction and the variable efficacy of alternative forms of education caused learning loss and disengagement with learning, especially for disadvantaged students. Other direct and indirect impacts of the pandemic diminished the ability of families to support children and youth in their education. For students, as well as for teachers and school staff, these included the economic shocks experienced by families, in some cases leading to food insecurity and in many more causing stress and anxiety and impacting mental health. Opportunity to learn was also diminished by the shocks and trauma experienced by those with a close relative infected by the virus, and by the constrains on learning resulting from students having to learn at home, where the demands of schoolwork had to be negotiated with other family necessities, often sharing limited space. Furthermore, the prolonged stress caused by the uncertainty over the resolution of the pandemic and resulting from the knowledge that anyone could be infected and potentially lose their lives, created a traumatic context for many that undermined the necessary focus and dedication to schoolwork. These individual effects were reinforced by community effects, particularly for students and teachers living in communities where the multifaceted negative impacts resulting from the pandemic were pervasive. This is an open access book.
001431159 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed September 29, 2021).
001431159 647_7 $$aCOVID-19 Pandemic$$d(2020- )$$2fast$$0(OCoLC)fst02024716
001431159 650_0 $$aDistance education.
001431159 650_0 $$aTelecommunication in education.
001431159 650_0 $$aEducation and state$$xHistory$$y21st century.
001431159 650_0 $$aCOVID-19 Pandemic, 2020-
001431159 650_6 $$aEnseignement à distance.
001431159 650_6 $$aTélécommunications en éducation.
001431159 650_6 $$aÉducation$$xPolitique gouvernementale$$xHistoire$$y21e siècle.
001431159 650_6 $$aPandémie de COVID-19, 2020-
001431159 655_7 $$aHistory.$$2fast$$0(OCoLC)fst01411628
001431159 655_0 $$aElectronic books.
001431159 7001_ $$aReimers, Fernando,$$eeditor.
001431159 77608 $$iPrint version:$$tPrimary and secondary education during Covid-19.$$dCham, Switzerland : Springer, [2022]$$z9783030814991$$w(OCoLC)1257403384
001431159 852__ $$bebk
001431159 85640 $$3Springer Nature$$uhttps://link.springer.com/10.1007/978-3-030-81500-4$$zOnline Access$$91397441.2
001431159 909CO $$ooai:library.usi.edu:1431159$$pGLOBAL_SET
001431159 980__ $$aBIB
001431159 980__ $$aEBOOK
001431159 982__ $$aEbook
001431159 983__ $$aOnline
001431159 994__ $$a92$$bISE