Educating during a Health Emergency: An Integrative Review of the Literature from 1990 to 2020

Autor/inn/en	Elliott, Kathlyn E.; Mathew, Katie A.; Fan, Yiyun; Mattson, David
Titel	Educating during a Health Emergency: An Integrative Review of the Literature from 1990 to 2020
Quelle	In: Journal on Education in Emergencies, 8 (2022) 3, S.18-49 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	COVID-19; Pandemics; Communicable Diseases; Access to Education; Context Effect; Community Role; Equal Education; Educational Technology; Technology Uses in Education; Well Being; Mental Health; Teacher Role; Curriculum; Instruction; Faculty Development; Educational Needs; Educational Policy; Teaching Conditions + Suchen Sie Ihr Suchwort? Contagious disease; Contagious diseases; Communicable disease; Infektionskrankheit; Education; Access; Bildung; Zugang; Bildungszugang; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Well-being; Wellness; Wohlbefinden; Psychohygiene; Lehrerrolle; Curricula; Lehrplan; Rahmenplan; Teaching process; Unterrichtsprozess; Educational need; Bildungsbedarf; Politics of education; Bildungspolitik; Lehrbedingungen; Unterrichtsbedingungen
Abstract	Prior to 2020, empirical research and reports on approaches to education during health crises were limited. They focused primarily on reporting local-level response and provided only limited analysis. Various historic epidemics, like SARS, Ebola, and HIV/AIDS, provided important lessons about educational efficacy during major health emergencies. However, the sudden emergence of the COVID-19 pandemic led to an explosion of research on educating during a worldwide health crisis. This integrative literature review (Torraco 2005) uses the INEE Minimum Standards framework to conceptualize the response to pandemics and epidemics from 1990 to 2020. The research analyzes 124 empirical studies, practitioner and governmental reports, and historic accounts of Ebola, SARS, and other epidemics, as well as early responses to COVID-19, in order to understand how education stakeholders continued educating during widespread communicable illnesses. The high-level themes that emerged included the foundational role of context and community support; access to an equitable education in the digital age; the social-emotional wellbeing of teachers and students; teachers' role in adapting curriculum and pedagogy; the need for additional training and support for teachers; and the opportunity for a creative shift in practices and policies in education. (As Provided).
Anmerkungen	Inter-agency Network for Education in Emergencies. 122 East 42nd Street, 14th Floor, New York, NY 10168. e-mail: journal@inee.org; Web site: https://inee.org/evidence/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01