Remote Learning Guidance From State Education Agencies During the COVID-19 Pandemic: A First Look

Reich, Justin; Buttimer, Chris; Fang, Alison; Hillaire, Garron; Hirsch, Kelley; Larke, Laura R.; Littenberg-Tobias, Joshua; Moussapour, Roya Madoff; Napier, A. David; Thompson, Meredith; Slama, Rachel

doi:10.35542/osf.io/437e2

Cited by 186 publications

(191 citation statements)

References 10 publications

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“…Second, since the start of school closures, parents and educators are actively seeking the best way to continue formal education [ 40 ]. In all, 83% parents in the U.S. reported that their children received remote learning programs from their schools during COVID-19 closures [ 41 ].…”

Section: Discussionmentioning

confidence: 99%

“…Even with sufficient resources, some school districts still chose to end their school year early due to the difficulties they faced in providing remote education and the low participation rate [ 29 ]. Many other studies have reported on the pros and cons of remote learning [ 40 , 43 , 44 ]. Future research is needed to quantify the effectiveness of other alternatives such as online distant learning provided by schools, homeschool, hybrid courses, informal online learning programs, tutoring, paid private education, etc.…”

Section: Discussionmentioning

confidence: 99%

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Modeling Reading Ability Gain in Kindergarten Children during COVID-19 School Closures

Bao

Zhang

et al. 2020

IJERPH

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By 15 April 2020, more than 1.5 billion students worldwide experienced school closures in an effort to slow the spread of a novel coronavirus, severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), during the worldwide coronavirus disease 2019 (COVID-19) pandemic. These interruptions in formal in-person educational experiences caused adverse consequences on school-age children’s academic outcomes. Using a pre-existing database, we calculated changes in children’s reading ability without formal education (i.e., the summer months). The resultant models predicted that the rate of reading ability gain in kindergarten children during COVID-19 school closures without formal in-person education will decrease 66% (2.46 vs. 7.17 points/100 days), compared to the business-as-usual scenario, resulting in a 31% less reading ability gain from 1 January 2020 to 1 September 2020. Additionally, the model predicted that kindergarten children who have books read to them daily would have 2.3 points less loss (42%) compared to those who do not, who are predicted to have a 5.6-point loss during the same time period. Even though reading books to children will not substitute the critical role of formal education in teaching children how to read, families, educators, and policy makers can promote this simple strategy to facilitate and maintain reading ability gain during school closures, which may be a common occurrence as nations see the public health benefits of physical distancing for the current and future pandemic outbreaks.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Modeling Reading Ability Gain in Kindergarten Children during COVID-19 School Closures

Bao

Zhang

et al. 2020

IJERPH

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“…Future researches are needed to examine the degree of impact of COVID-19 school closures on children living in different socioeconomic backgrounds. Second, since the start of school closures, parents and educators are actively seeking the best way to facilitate learning remotely [29]. Many studies have reported on the pros and cons of remote learning [29][30][31].…”

Section: Discussionmentioning

confidence: 99%

“…Second, since the start of school closures, parents and educators are actively seeking the best way to facilitate learning remotely [29]. Many studies have reported on the pros and cons of remote learning [29][30][31]. Therefore, in this study, we considered the effectiveness of an alternative -reading books at home -for mitigating literacy loss, which is especially valuable for children and families who have limited access to remote learning resources.…”

Section: Discussionmentioning

confidence: 99%

Modeling Reading Ability Gain in Kindergarten Children during COVID-19 School Closures

Bao¹,

Qu²,

Zhang³

et al. 2020

Preprint

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By April 15th, 2020, more than 1.5 billion students worldwide experienced school closures in an effort to slow the spread of a novel coronavirus, COVID-19, during a worldwide pandemic [1]. These interruptions in formal educational experiences cause adverse consequences on school-age children’s academic outcomes [2]. We found that the kindergarten children without formal education would gain 67% less (2.41 vs 7.23 points/100 days) literacy ability compared to those with formal education. Compared to normal circumstances, kindergarten children whose parents cannot read to them daily would gain 5.1 points of literacy ability from Jan 1st to Sept 1st, 2020 due to COVID-19 school closures and lack of formal education. Our analysis showed that reading books daily to children every day might mitigate 1.6 points or 31% of this potential loss. Educators and policy makers can promote this simple solution to facilitate literacy ability improvement during school closures, which may be a common occurrence as nations see the public health benefits of physical distancing for future pandemic outbreaks.

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“…These aftereffects led to teachers experiencing emotional overload, as well as professional challenges and opportunities (Reich et al 2020).…”

Section: The Covid-19 Crisis In Israelmentioning

confidence: 99%

Novice teachers in a changing reality

Dvir

Schatz-Oppenheimer

2020

European Journal of Teacher Education

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The aims of this paper are to explore novice teachers' experiences in the Covid-19 crisis, and to examine their professional identity construction process. During the global crisis, novice teachers had to deal with unexpected challenges and take advantage of new opportunities. This study is based on 32 narratives of novice teachers in Israel who took part in a one semester online Zoom induction in two workshops. The open conversations narratives in the meetings were recorded and transcribed, and then subjected to categorical content analysis. The findings show the challenges and opportunities related to three central categories: technological, pedagogical and educational system in the novice teachers' experiences. The main contributions of this study are: understanding the novice teachers' experiences in the uncertainty and turmoil of the crisis, and learning about professional dilemmas and tensions which gave rise to various challenges and opportunities that that supported the construction their professional identity.

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Remote Learning Guidance From State Education Agencies During the COVID-19 Pandemic: A First Look

Cited by 186 publications

References 10 publications

Modeling Reading Ability Gain in Kindergarten Children during COVID-19 School Closures

Modeling Reading Ability Gain in Kindergarten Children during COVID-19 School Closures

Modeling Reading Ability Gain in Kindergarten Children during COVID-19 School Closures

Novice teachers in a changing reality

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