Literaturnachweis - Detailanzeige
| Autor/in | Reza, Fawzia |
|---|---|
| Titel | COVID-19 and the Asynchronous Platform: How Some Countries Have Addressed School Closures |
| Quelle | In: Childhood Education, 98 (2022) 2, S.50-55 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-4056 |
| DOI | 10.1080/00094056.2022.2053444 |
| Schlagwörter | COVID-19; Pandemics; Asynchronous Communication; School Closing; Electronic Learning; Distance Education; Foreign Countries; Teaching Methods; India; Pakistan; Sudan; Afghanistan; Zimbabwe |
| Abstract | Disparities in access to education persist between children from low and high socio-economic backgrounds, and these disparities have become more pronounced because of school closures due to the pandemic. Addressing the disparities requires revisiting the approach to education, as a one-size-fits-all policy can be particularly challenging for disadvantaged populations. The COVID-19 pandemic challenged educational institutions to teach students who could not attend traditional classes. The crisis spawned innovation, improvisation, and ad hoc strategies as schools searched for the best way to deliver content. Some countries where educational facilities are scarce or other emergencies have necessitated school closures had already explored non-traditional schooling methods and have adopted innovative techniques and strategies to educate their students in the face of pandemic-related challenges. The article describes some of these approaches. (ERIC). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
