Respuesta inicial por un grupo de docentes mexicanos al cierre escuelas por Covid-19.

Ulloa, Emmanuel Magallanes; González, Josué De Ávila

doi:10.26457/recein.v14i53.2663

Cited by 3 publications

(1 citation statement)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Given the strong inequality differences, whereas some public and private education centres made use of learning platforms, in other disadvantaged communities, smartphones were the only digital resource to continue student learning and messaging apps served as a communication tool between students, parents and teachers. Nevertheless, Magallanes Ulloa et al (2020) revealed that nearly 80% of students did not have access to technology. Consequently, teachers could not support all of their students, particularly disadvantaged learners or those attending rural schools (Cárdenas et al, 2022).…”

Section: The Mexican Contextmentioning

confidence: 99%

Coping with distance learning during COVID‐19 and its impact on students' emotional experiences: Differences between students with and without special education needs

Pozas

Letzel

2023

Research in Spec Educ Needs

View full text Add to dashboard Cite

Given the almost 2‐year COVID‐19 school‐related closure in Mexico, children and adolescents have experienced a negative impact not only on their learning, but as well as on their mental health and well‐being. Although international research has shown that distant learning as a response to the COVID‐19 school‐related closures has severely affected students with special education needs, there is still a lack of studies conducted in Mexico. Thus, this study attempts to tackle this gap by exploring how Mexican students with and without special education needs coped with distance learning as well as its impact on their emotional experiences. A total of 293 Mexican lower secondary students participated in the study. Independent sample t‐tests indicated that, in comparison with students without special needs, students with special needs coped significantly worse during distance learning as well as had higher levels of negative activation. Additionally, multiple linear regression analyses revealed that students' self‐efficacy functioned as an important coping mechanism. Implications of the results, as well as further lines of research are discussed.

show abstract

Section: The Mexican Contextmentioning

confidence: 99%

Coping with distance learning during COVID‐19 and its impact on students' emotional experiences: Differences between students with and without special education needs

Pozas

Letzel

2023

Research in Spec Educ Needs

View full text Add to dashboard Cite

show abstract

COVID-19 and Post-pandemic Educational Policies in Mexico. What is at Stake?

Cárdenas

Lomelí

Ruelas

2021

Primary and Secondary Education During Covid-19

View full text Add to dashboard Cite

The Latin American region is experiencing an educational crisis due to the COVID-19 pandemic since efforts to contain the outbreak will grow the deep educational and economic gaps characterizing this region. During the pandemic, Mexico’s central intervention to continue instructional activities in the basic education system was implementing distance education based on educational television. As expected, this intervention raised different concerns on its effectiveness and how different student populations will be affected. This chapter has four main goals: (a) to describe and analyze educational gaps before the pandemic, identifying the central educational policies implemented in previous decades; (b) to describe and analyze educational policies implemented during the pandemic and how these may affect students at risk; (c) to conduct a prospective analysis to identify potential effects of the sanitary crisis in the administration of the education system in Mexico, and (d) to identify the main policy lessons resulting from the Mexican government initial response to the COVID-19 sanitary crisis.

show abstract

Measurement of Burnout in university professors during COVID-19

May-Guillermo¹,

Castellanos²,

Galicia³

et al. 2021

JHRT

View full text Add to dashboard Cite

The COVID-19 pandemic has led university professors to use new work modalities as demands exceed the response capacity, putting their occupational health at risk. This work provides the preliminary results of an ongoing investigation whose purpose is to determine the presence of Burnout that may be experienced by university professors in the State of Tabasco, Mexico, as a consequence of the adaptations they have made to continue working during the health contingency caused by the SARS-CoV-2 virus. In relation to the methodology, it is a descriptive, cross-sectional and quantitative research, which uses the survey as a data collection technique through an online form. The main contribution of this work is to provide indicators on occupational health that facilitate decision-making by educational authorities regarding the management of teaching staff working in Higher Education Institutions.

show abstract

Respuesta inicial por un grupo de docentes mexicanos al cierre escuelas por Covid-19.

Cited by 3 publications

References 4 publications

Coping with distance learning during COVID‐19 and its impact on students' emotional experiences: Differences between students with and without special education needs

Coping with distance learning during COVID‐19 and its impact on students' emotional experiences: Differences between students with and without special education needs

COVID-19 and Post-pandemic Educational Policies in Mexico. What is at Stake?

Measurement of Burnout in university professors during COVID-19

Contact Info

Product

Resources

About