Establishing a Context for the Examination of Learning Loss by Special Populations

Autor/inn/en	Horn, Annemarie L.; Layden, Selena J.; Morse, Tim; Habib, Amany
Titel	Establishing a Context for the Examination of Learning Loss by Special Populations
Quelle	In: Preventing School Failure, 67 (2023) 3, S.127-131 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Horn, Annemarie L.) ORCID (Layden, Selena J.) ORCID (Morse, Tim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2023.2204816
Schlagwörter	School Closing; COVID-19; Pandemics; Academic Achievement; Achievement Gains; Achievement Gap; Reading Achievement; Mathematics Achievement; Electronic Learning; Student Adjustment; Learning Modalities; Age Differences; Students with Disabilities; Elementary Secondary Education; In Person Learning + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Schulleistung; Achievement gain; Leistungssteigerung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Lernumgebung; Age; Difference; Age difference; Altersunterschied; Disability; Disabilities; Behinderung
Abstract	School closures resulting from the COVID-19 pandemic have brought the issue of learning loss to the forefront in what has been called the "COVID slide." Data from the pandemic show a decline in student achievement in the areas of reading and mathematics for school districts that shifted to virtual learning platforms. However, it is unclear whether students experienced a loss of learning, or if they progressed at a slower rate while adapting to a new and unfamiliar learning modality. We propose that the latter may be especially true for younger students (i.e., K-3) as well as students with disabilities, who likely required additional support to engage in virtual learning. We offer recommendations as K-12 students return to in-person learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01