Learning through Disruption 1: Why School Plans for Recovery from COVID Must Be Locally Led

Autor/inn/en	Moss, G.; Bradbury, A.; Braun, A.; Duncan, S.; Levy, R.
Institution	University College London (UCL) (United Kingdom), Institute of Education (IOE)
Titel	Learning through Disruption 1: Why School Plans for Recovery from COVID Must Be Locally Led
Quelle	(2021), (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Districts; COVID-19; Pandemics; Teaching Methods; Learning Processes; Student Diversity; Student Needs; Educational Change; Program Descriptions; School Closing; Local Issues; Family School Relationship; Family Income; Access to Education; Educational Finance; School Role; Equal Education; Social Differences; Disease Incidence; School Community Relationship; Futures (of Society); Decision Making; Financial Support; Elementary School Students; Foreign Countries; Family Work Relationship; United Kingdom (England) + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Bildungsreform; School closings; Schule; Schließung; Schließung (von Schulen); Familieneinkommen; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsfonds; Sozialer Unterschied; Future; Society; Zukunft; Decision-making; Entscheidungsfindung; Finanzielle Förderung; Ausland
Abstract	The COVID pandemic has led to a prolonged period of educational disruption with few precedents from the recent past to guide recovery. The Institute of Education's project, "Learning Through Disruption," set out to explore the knowledge schools have acquired from working with children and families during the crisis. The authors found that schools adapted what they were doing as they became more aware of local circumstances and found new ways to address the diversity of pupils' and families' needs. In the process they have developed a deep and sophisticated understanding of their communities. This provides the basis for deciding how teaching and learning can best rebuild going forward. This brief report highlights their findings and offers recommendations. [For the main report, "Learning through Disruption: Using Schools' Experiences of COVID to Build a More Resilient Education System," see ED615116.] (ERIC).
Anmerkungen	Institute of Education - London. 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7612-6000; Fax: +44-20-7612-6126; e-mail: ioe.ioepress@ucl.ac.uk; Web site: https://www.ucl.ac.uk/ioe/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01