LEADER 06232nam 22008175 450 001 9910500587103321 005 20251009102740.0 010 $a9783030815004 010 $a3030815005 024 7 $a10.1007/978-3-030-81500-4 035 $a(CKB)5360000000050059 035 $aEBL6727208 035 $a(OCoLC)1313897792 035 $a(AU-PeEL)EBL6727208 035 $a(MiAaPQ)EBC6727208 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/72245 035 $a(DE-He213)978-3-030-81500-4 035 $a(ODN)ODN0010187477 035 $a(oapen)doab72245 035 $a(EXLCZ)995360000000050059 100 $a20210914d2022 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aPrimary and Secondary Education During Covid-19 $eDisruptions to Educational Opportunity During a Pandemic /$fedited by Fernando M. Reimers 205 $a1st ed. 2022. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2022. 215 $a1 online resource (467 p.) 300 $aDescription based upon print version of record. 311 08$a9783030814991 311 08$a3030814998 327 $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: TheExperience 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. 330 $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 tolearn 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. 606 $aInternational education 606 $aComparative education 606 $aEducation and state 606 $aAlternative education 606 $aStudy skills 606 $aSchool management and organization 606 $aSchool management and organization 606 $aInternational and Comparative Education 606 $aEducational Policy and Politics 606 $aAlternative Education 606 $aStudy and Learning Skills 606 $aOrganization and Leadership 615 0$aInternational education. 615 0$aComparative education. 615 0$aEducation and state. 615 0$aAlternative education. 615 0$aStudy skills. 615 0$aSchool management and organization. 615 0$aSchool management and organization. 615 14$aInternational and Comparative Education. 615 24$aEducational Policy and Politics. 615 24$aAlternative Education. 615 24$aStudy and Learning Skills. 615 24$aOrganization and Leadership. 676 $a370.116 676 $a370.9 686 $aEDU000000$aEDU001000$aEDU034000$aEDU043000$aSTU036000$2bisacsh 700 $aReimers$b Fernando M$0960016 702 $aReimers$b Fernando M$4oth 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910500587103321 996 $aPrimary and Secondary Education During Covid-19$92876077 997 $aUNINA