COVID-19 and High School Grades: An Early Case Study

Schramm, Harrison; Rubin, Isaac; Schramm, Norah

doi:10.1111/1740-9713.01500

Cited by 6 publications

(3 citation statements)

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“…A educação, como muitos setores da sociedade, foi afetada pela pandemia da Covid-19. Os professores e alunos tiveram que se ajustar rapidamente aos novos modelos de ensino à distância, assim como os exames presenciais foram cancelados em muitas partes do mundo (HODGES et al, 2020;SCHRAMM;RUBIN;SCHRAMM, 2021). Embora algumas escolas, assim como as universidades, usassem o ensino à distância antes da pandemia, ele não era obrigatório e não se concentrava em todo o processo de ensino (CICHA et al, 2021).…”

Section: Covid-19: O Contexto Educacionalunclassified

Saúde emocional e pandemia: percepção docente e discente do curso de administração

Nunes¹,

Castro²,

Pontelli³

et al. 2023

R. Gestão Univ. Amer. Lat. GUAL

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Este estudo tem por objetivo descrever a percepção de docentes e discentes de instituições públicas e privadas do Curso de Administração, no que tange à saúde emocional e a Covid-19. Para isso, realizou-se um estudo qualitativo, utilizando a análise de conteúdo. Os achados indicam pontos positivos e negativos, bem como sentimentos que afetaram habilidades emocionais, comportamentais, físicas e cognitivas. Além disso, ações para manter o equilíbrio emocional também foram descritas. Já em relação às ações de adaptação, os discentes relataram aspectos tecnológicos, rotina e participação nas aulas, enquanto docentes relacionam adaptações nos planos de ensino, avalições e treinamentos. Assim, as perspectivas futuras remetem para o ensino híbrido, mudança comportamental e utilização massiva da internet na realização das atividades. O presente estudo, contribui com a literatura da gestão emocional diante de cenários de eventos adversos, bem como com a inserção de políticas públicas educacionais, a fim de atender a comunidade acadêmica.

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Section: Covid-19: O Contexto Educacionalunclassified

Saúde emocional e pandemia: percepção docente e discente do curso de administração

Nunes¹,

Castro²,

Pontelli³

et al. 2023

R. Gestão Univ. Amer. Lat. GUAL

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“…Außerdem spielt wirtschaftlicher Wert der Lebensmittel keine Rolle, um den Täter vom Diebstahl strafbar machen zu können 38 . Für die Entkleidung der Fremdheit der solchen Lebensmittel sollen neue zivilrechtliche Regelungen brauchen, um die Firmen unverkäufliche Lebensmittel zur Spende zu verpflichten 39 .…”

Section: Literarisches Echounclassified

ANALYSE DER URTEILE DES BayObLG UND BVerfG ZUM THEMA ,,DIEBSTAHL: CONTAINERN"

ELİBOL¹,

ÖZTÜRK²

2021

Selcuk Universitesi Hukuk Fakultesi Dergisi

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“…Additionally, from the perspective of student achievement, the literature reports contrasting effects of remote learning, ranging from negative (e.g., König & Frey, 2022 ) to neutral (Tomasik et al, 2021 ) to positive (e.g., Cavanaugh et al, 2022 ; Schramm et al, 2021 ). Particularly with regard to K-12 education, a few studies have found positive outcomes of remote learning on student achievement to be related to 1) students’ familiarity with learning apps and online environments prior to lockdown (König & Frey, 2022 ) as well as to 2) teachers’ abilities to design high-quality remote instruction (e.g., Clark et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

The digital silver lining of the pandemic: The impact on preservice teachers’ technological knowledge and beliefs

et al. 2023

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COVID-19 drastically disrupted teaching and learning worldwide and across all educational levels. Technology took on a central role in redefining education under these exceptional circumstances and frequently revealed challenges related to both infrastructure and to teachers’ and learners’ technological skills and readiness. This study aimed to investigate whether the experience of emergency remote education significantly impacted preservice teachers’ knowledge and beliefs for their future teaching with technology. We investigated three cohorts of preservice teachers (pre-lockdown, n = 179; during lockdown, n = 48; post-lockdown, n = 228) and explored differences in their self-reported technological pedagogical content knowledge (TPACK) and their technological beliefs. Findings showed positive effects in the post-lockdown cohort, reflected in higher levels of technological knowledge (TK) and technological pedagogical content knowledge (TPCK) compared to the pre-lockdown cohort. In addition, unique positive effects on content knowledge (CK) and pedagogical content knowledge (PCK) were found in the post-lockdown cohort among preservice teachers with prior teaching experiences. No effects of either cohort or experience emerged for preservice teachers’ technological beliefs. These findings indicate that, despite the challenges related to COVID-19 lockdowns, preservice teachers not only appear to have maintained positive beliefs towards technology but may have even been able to draw benefits from the experience of lockdown. These findings and the positive effects associated with teaching experience are discussed with regard to their implication for teacher education.

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COVID-19 and High School Grades: An Early Case Study

Abstract: Harrison Schramm, Isaac Rubin and Norah Schramm investigate the impact distance learning may have had on the grades of students at a California high school

Cited by 6 publications

References 0 publications

Saúde emocional e pandemia: percepção docente e discente do curso de administração

Saúde emocional e pandemia: percepção docente e discente do curso de administração

ANALYSE DER URTEILE DES BayObLG UND BVerfG ZUM THEMA ,,DIEBSTAHL: CONTAINERN"

The digital silver lining of the pandemic: The impact on preservice teachers’ technological knowledge and beliefs

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