Relevant bibliographies by topics / Closing schools

Academic literature on the topic 'Closing schools'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Closing schools"

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Paino, Maria, Rebecca L. Boylan, and Linda A. Renzulli. "The Closing Door." Sociological Perspectives 60, no. 4 (October 26, 2016): 747–67. http://dx.doi.org/10.1177/0731121416674948.

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Charter schools are promoted by policy makers and advocates as a way to reduce educational inequality. Charter schools tend to enroll higher proportions of black students than do traditional public schools. However, the accountability function of charter schools means that these schools are also more likely to close than traditional public schools. A high incidence of closure can lead to educational instability with students moving in and out of charter schools and traditional schools. We use critical race theory to build on prior work, examining the factors that may promote or constrain charter school closure. Specifically, we ask, how do the racial demographics of a charter school affect its likelihood of closure? Our findings reveal that as the proportion of black students in a charter school increases, so too does its likelihood of closings. Our work suggests that the promotion of charter schools as avenues of racial equity may be misleading.
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L., J. F. "CLOSING OF MEDICAL SCHOOLS." Pediatrics 97, no. 1 (January 1, 1996): A28. http://dx.doi.org/10.1542/peds.97.1.a28.

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A private study commission is urging "the wholesale closing" of US medical schools during the next decade to avert a glut of doctors. The Pew Health Professions Commission on Thursday urged a similar retrenchment ent in pharmacy schools and elimination of at least 10% of nurse training programs. It called for constricting the pipeline of foreign doctors who come to this country to train and usually wind up practicing here. . . . The provocative study, funded by the Pew Charitable Trusts, a private philanthropy, did not sit well with leaders of academic medicine.
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Soronen, Lisa E. "Closing the Schools: Legal Issues for School Boards." Biosecurity and Bioterrorism: Biodefense Strategy, Practice, and Science 4, no. 4 (December 2006): 403–7. http://dx.doi.org/10.1089/bsp.2006.4.403.

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Mason, Miriam, David Galloway, and Andrew Joyce-Gibbons. "Closing the attainment gap: Collaboration between schools in Sierra Leone." Educational and Child Psychology 35, no. 1 (June 2018): 27–39. http://dx.doi.org/10.53841/bpsecp.2018.35.1.27.

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BackgroundUK government policy views collaboration with outstanding schools as a way of helping apparently less successful schools to close the attainment gap. However, there has been little debate about criteria for defining a school’s success or failure. Moreover it is unclear which aspects of outstanding schools could readily transfer to other schools. These questions applied when EducAid, an NGO with schools for disadvantaged children in Sierra Leone, was asked to provide a programme of workshops for teachers in neighbouring schools.Aims(i) To establish whether EducAid’s results justified agreeing to the request; (ii) To identify key features of EducAid schools that could be transferable to neighbouring schools; (iii) To propose key features of an evaluation.MethodsCollection of national and local data and analysis of key features of EducAid schools that could, and could not, transfer to other schools.FindingsThe limited available data supported a decision that EducAid schools should offer workshops for other schools. Key components of the programme are identified, with a design including an ambitious evaluation framework.ConclusionsTo our knowledge, this is the first time that teachers in successful schools have been asked to provide a structured programme of workshops for teachers in neighbouring schools. Discussion focuses on the challenge of inter-school collaboration in a low-income country. This includes the tension between the models of pedagogy and interpersonal relations promoted in the CPD and the constraints imposed by the public examination system.
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Larsen, Matthew F. "Does closing schools close doors? The effect of high school closings on achievement and attainment." Economics of Education Review 76 (June 2020): 101980. http://dx.doi.org/10.1016/j.econedurev.2020.101980.

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Bekkering, Geertruida, Nicolas Delvaux, Patrik Vankrunkelsven, Jaan Toelen, Sigrid Aertgeerts, Sofie Crommen, Pedro Debruyckere, et al. "Closing schools for SARS-CoV-2: a pragmatic rapid recommendation." BMJ Paediatrics Open 5, no. 1 (February 2021): e000971. http://dx.doi.org/10.1136/bmjpo-2020-000971.

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BackgroundIn Belgium, schools closed during the first lockdown in March 2020, with a partial reopening in May. They fully reopened in September. During the summer, infections started to increase in the general population, speeding up in September. Some measures were taken to limit social contacts but those were insufficient to mitigate the exponential rise of infections in October. Children were still receiving all lessons at school at that time and it was questioned whether this position was tenable. We systematically compared the benefits and harms of closing primary and secondary schools and developed a recommendation.MethodsA multidisciplinary panel, including school pupils and teachers, educational experts, clinicians and researchers, produced this recommendation in compliance with the standards for trustworthy rapid guidelines. The recommendation is based on data collected through national surveillance or studies from Belgium, and supported by a rapid literature review.ResultsClosing schools during the first lockdown probably resulted in a large learning delay and possibly led to more cases of child abuse. We are uncertain about the effect on the infection rate, hospitalisations, transmission rates, mental health of children, teachers and parents. The panel concluded that the balance of benefits and harms of closing schools clearly shifts against closing schools. Detrimental effects are even worse for vulnerable children. This recommendation is affected by the local virus circulation.ConclusionThe guideline panel issues a strong recommendation against closing schools when the virus circulation is low to moderate, and a weak recommendation against closing schools when the virus circulation is high. It does not apply when the school system cannot function due to lack of teachers, too many children who are at home or a shortage of support services. As the results of international studies are consistent with Belgian study results, this recommendation may also be relevant internationally.
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Steinberg, Matthew P., Benjamin Ukert, and John M. MacDonald. "Schools as places of crime? Evidence from closing chronically underperforming schools." Regional Science and Urban Economics 77 (July 2019): 125–40. http://dx.doi.org/10.1016/j.regsciurbeco.2019.04.001.

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Lee, Jin, and Christopher Lubienski. "The Impact of School Closures on Equity of Access in Chicago." Education and Urban Society 49, no. 1 (July 27, 2016): 53–80. http://dx.doi.org/10.1177/0013124516630601.

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This study examines the impact of school closures on the sociospatial distribution of equitable access to schooling following the school closure policy pursued by the Chicago Public Schools in 2013. By examining access in terms of proximity between students and schools, the study estimates the changes in accessibility before and after school closings. The change in accessibility is compared with density maps constructed around a number of variables, including population aged 5 through 14 by race and ethnicity, proportion of families with children younger than 18 years old below the poverty level, and crime incidence during the previous 12 months. The overall results suggest that school closing may cause sociogeographic inequality in access to education.
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HESS, FREDERICK. "Accountability without Angst? Public Opinion and No Child Left Behind." Harvard Educational Review 76, no. 4 (December 1, 2006): 587–610. http://dx.doi.org/10.17763/haer.76.4.p245w24572592m62.

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In this article, Frederick Hess discusses public opinion trends related to educational issues from the enactment of the No Child Left Behind Act (NCLB) in 2002 through 2006. Using data from three separate public opinion polls, Hess analyzes the general public's and parents' opinions on several issues, including the proper use of large-scale assessments, the appropriateness of punitive action for failing schools, the place of school choice, and the responsibility for closing achievement gaps across groups. Among many important findings, the author determines that NCLB has had little effect on the public's general opinion of public schools; that there is little public support for the sanctioning of struggling schools; and that while the public feels that schools should not be blamed for existing achievement gaps, schools should be responsible for closing them. He concludes with a discussion of implications for policymakers and practitioners.
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Kadhim Al-Ameri, Rawa Jaafar. "Prevalence of Covid 19 in Students Attended Al-Dora Family Medical Center for Covid 19 Test." International Journal of Coronaviruses 4, no. 3 (May 31, 2022): 1–8. http://dx.doi.org/10.14302/issn.2692-1537.ijcv-22-4174.

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Introduction: Covid 19 pandemic affected all aspect of life, particularly schools attending. Students replaced their presentational lessons by on line distance learn. Ministry of health decisions varied between complete electronic study and attendance several days per week depending on the number of cases of the whole population. In Iraq, total cases till 15 of September, 2021, reached 1.963,264 and total death 21,631. Highest percent of confirmed cases in age group (30-39) years; 24.7%, while in children aged (0-9) years only 1.6%, and in older age group (10-19) years; 7.5%. Cases of covid19 at lower percent in small children and in school age children and tend to increase with age as it reached to 22.6% in age group (20-29). Objectives: Prevalence of covid 19 in students attending AL-dora medical center lab. Comparisons in number of cases of students before and after the school lock –down. Methods: It is a cross sectional study, included the records of schools health unit and lab records of VTM nasal or pharyngeal swab and rapid test in Al-Dora family health center from 1/10/2020 to 15/7/2021. Results: The study included 1711 students, the mean age group was 15.7 (± 4.9) years. The study showed the prevalence of covid19 in students attained the lab was 23.4%, highest percent was in age group >18 years and the lowest percent was in age group 6-12 years. The percent of vaccinated students in academic year 2020/2021 was 0.3 %( 3/1000). There is no significance difference in age group 6-12 years and age group >18 years before closing schools and colleges and after closing while age group 13-18 years showed a significant increase in positive cases after closing schools as cases increase from 18.1% to 25.9% after closing schools. Positive cases showed no significance difference with sex before and after closing. Discussions: The educational path of students in different age groups had broken down. Fear of parents could be justified but it could be exaggerated. School closures were applied almost around the world trying to decrease the potential spread of disease despite early studies suggested this would have less impact than most other non-pharmacological interventions.
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Dissertations / Theses on the topic "Closing schools"

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Stark, Glen H. "The consolidation of three small high schools into one medium-sized high school." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/38012.

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Johnson, Stacy Eugene. "Closing the minority achievement gap in Georgia middle schools principals' perspectives /." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/fall2006/stacy_e_johnson/johnson_stacy_e_200608_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2006.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 178-188) and appendices.
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Benkovitz, Jen Brown Kathleen M. "Schools of excellence and equity closing achievement gaps through academic emphasis /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1510.

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Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Education in the School of Education." Discipline: Education; Department/School: Education.
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Muttillo, Anthony J. Brown Kathleen M. "Schools of excellence and equity closing achievement gaps through collective efficacy /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1522.

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Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Education in the School of Education." Discipline: Education; Department/School: Education.
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Urban, D. Thad Brown Kathleen M. "Schools of excellence and equity closing achievement gaps through faculty trust /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1758.

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Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Education in the School of Education." Discipline: Education; Department/School: Education.
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Frink-Lawrence, Vicki D. "Closing the achievement gap : the implementation of direct instruction in Whiteville City schools /." Electronic version (PDF), 2003. http://dl.uncw.edu/etd/2003/frink-lawrencev/vickifrink-lawrence.pdf.

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Spanner, Morrow Minerva. "A Comparison of Approaches to Closing the Achievement Gap in Three Urban High Schools in Ohio." Ashland University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1512057091652516.

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Amerson, Gordon D. Jr. "NARROWING THE GAP: EXPLORING THE CHARACTERISTICS AND PRACTICES OF URBAN SCHOOL PRINCIPALS CLOSING THE ACHIEVEMENT GAP." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/117.

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The purpose of this phenomenological study was to critically analyze the experiences and practices of Inland Empire urban school principals as they work to close the African American achievement gap. The achievement gap begins in elementary school and continues to persist throughout elementary and secondary schools producing differences in high school graduation rates, college and career attainment, and ultimately socio-economic differences in income between various racial and ethnic groups. We know the impact of school principals on student achievement is significant. The literature demonstrates that school principals play a key role in developing the structures and systems necessary to improve the outcomes for urban schools and more specifically African American students. Ten school principals from a large urban Inland Empire school district participated in the study and served to provide their lived experiences while leading diverse schools. Findings indicated three emergent themes: (1) relationship builders, (2) caring environments, and (3) courageous leadership were influential in principals establishing and maintaining a school that was sensitive to the needs of African American students. Another major finding from the study demonstrated the impact that race still plays within the public school setting. Several of the study participants expressed their struggles with providing overt support of African American students. Implications of these findings underscore the need to build principal capacity to effectively meet the needs of African American students. Additionally, the findings demonstrate the importance of building organizational sensitivity to culture and diversity in an effort to build equitable schools.
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Diamond-Caravella, Monica L. Diamond-Caravella. "Reopening a Dialog on Open Airways for Schools: Closing the Educational Gap Using a Multi-Site Academic-Practice Partnership." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1512210590712455.

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Gonzales, Michael V. "Closing the academic achievement gap: Perceived responsibilities and practices of site level administrators from high -achieving, high poverty schools." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/2488.

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The academic achievement gap in the State of California has been a persistent problem. In California the achievement gap is defined as the disparity between the academic performance of white students and other ethnic groups as well as that between English learners and native English speakers, socioeconomically disadvantaged and non-disadvantaged students, and students with disabilities as compared with students without disabilities (CDE, P-16, 2008, p. 11). Jack O'Connel, State Superintendent of Public Instruction, has identified closing the achievement gap as one of the primary goals for the State of California. Research has consistently shown that children of color and children of poverty have not experienced the academic success of their white peers. Utilizing the meta-analysis of research data from Mid-continent Research for Educational Learning (McREL), this study is a quantitative review of the 21 Leadership Responsibilities and Best Practices identified by school leaders from Ceres Unified School District, more specifically, from leaders in nine high-achieving schools within the district. The nine identified schools and leaders have experienced academic success with children of color and children of poverty based on their Academic Performance Index Similar Schools Rankings. In the study, two levels of surveys were conducted. The first survey reviewed the leadership responsibilities identified by McREL and asked the study participants to rank the leadership responsibilities based on the responsibilities that they perceive to have the most significant impact on student academic achievement. Employing the results of the first survey, a second survey utilized the top five leadership responsibilities identified by the study participants. Under the umbrella of the top five responsibilities, five best practices were listed and again ranked by the participants based on their perceptions of the leadership practices that have the greatest effect on increasing student achievement. The results of this survey identified the best practices perceived by leaders of high-achieving, high poverty schools. Additionally, a questionnaire was completed by the participants to provide additional demographic data. The study results support the findings that best pedagogical practices are complimented by effective leadership. Effective leaders and leadership practices do have a positive effect on student academic achievement.
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Books on the topic "Closing schools"

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Luby, Antony. Closing the Attainment Gap in Schools. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429326165.

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Flynn, Pat. Alex Jackson: Closing out. St Lucia, Qld: University of Queensland Press, 2003.

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Crawford, Burns Rebecca, and Kusimo Patricia 1950-, eds. It takes a school: Closing achievement gaps through culturally responsive schools. Charleston, WV: Edvantia, 2006.

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C, Dahlin Therrin, and Willardson J. D, eds. The closing of American library schools: Problems and opportunities. Westport, Conn: Greenwood Press, 1995.

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Education, Ontario Ministry of. Opening or closing exercises for public schools in Ontario. Toronto: Ministry of Education, 1993.

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Canada, Canada Human Resources Development. Closing the skill gap: Developing career awareness in our schools. Ottawa: Human Resources Development Canada, 1997.

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Pedro, Noguera, and Wing Jean Yonemura 1949-, eds. Unfinished business: Closing the racial achievement gap in our schools. San Francisco: Jossey-Bass, a Wiley imprint, 2006.

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Inc, NetLibrary, ed. Closing the inclusion gap: Special and mainstream schools working in partnership. London: David Fulton, 2003.

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Last one over the wall: The Massachusetts experiment in closing reform schools. 2nd ed. Columbus: Ohio State University press, 1998.

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Nash, Ronald H. The closing of the American heart: What's really wrong with America's schools. [Dallas, Tex.]: Probe Books, 1990.

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Book chapters on the topic "Closing schools"

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Ralston, Andrew G. "Ragged school rivalry." In Opening Schools and Closing Prisons, 75–90. New York : Routledge, 2017. | Series: Routledge studies in modern British history: Routledge, 2016. http://dx.doi.org/10.4324/9781315409733-ch-6.

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Ralston, Andrew G. "Punishment, reformation and prevention." In Opening Schools and Closing Prisons, 1–23. New York : Routledge, 2017. | Series: Routledge studies in modern British history: Routledge, 2016. http://dx.doi.org/10.4324/9781315409733-ch-1.

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Ralston, Andrew G. "Schooling for all." In Opening Schools and Closing Prisons, 154–61. New York : Routledge, 2017. | Series: Routledge studies in modern British history: Routledge, 2016. http://dx.doi.org/10.4324/9781315409733-ch-10.

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Ralston, Andrew G. "Change and continuity." In Opening Schools and Closing Prisons, 162–67. New York : Routledge, 2017. | Series: Routledge studies in modern British history: Routledge, 2016. http://dx.doi.org/10.4324/9781315409733-ch-11.

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Ralston, Andrew G. "‘The lamentable extent of youthful depravity’." In Opening Schools and Closing Prisons, 24–33. New York : Routledge, 2017. | Series: Routledge studies in modern British history: Routledge, 2016. http://dx.doi.org/10.4324/9781315409733-ch-2.

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Ralston, Andrew G. "Stirrings for change." In Opening Schools and Closing Prisons, 34–43. New York : Routledge, 2017. | Series: Routledge studies in modern British history: Routledge, 2016. http://dx.doi.org/10.4324/9781315409733-ch-3.

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Ralston, Andrew G. "‘An intermediate step’." In Opening Schools and Closing Prisons, 44–56. New York : Routledge, 2017. | Series: Routledge studies in modern British history: Routledge, 2016. http://dx.doi.org/10.4324/9781315409733-ch-4.

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Ralston, Andrew G. "Prevention is better than cure." In Opening Schools and Closing Prisons, 57–74. New York : Routledge, 2017. | Series: Routledge studies in modern British history: Routledge, 2016. http://dx.doi.org/10.4324/9781315409733-ch-5.

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Ralston, Andrew G. "‘A better model’." In Opening Schools and Closing Prisons, 91–111. New York : Routledge, 2017. | Series: Routledge studies in modern British history: Routledge, 2016. http://dx.doi.org/10.4324/9781315409733-ch-7.

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Ralston, Andrew G. "The emergence of a national system (i)." In Opening Schools and Closing Prisons, 112–28. New York : Routledge, 2017. | Series: Routledge studies in modern British history: Routledge, 2016. http://dx.doi.org/10.4324/9781315409733-ch-8.

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Conference papers on the topic "Closing schools"

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"Empathic understanding and diversity management leadership: Facilitating greater gender diversity in European business schools." In Closing the Gender Gap. Purdue University, 2016. http://dx.doi.org/10.5703/1288284316083.

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Marks, Ann. "From “Closing Doors” to “Opening Doors”: Exploring gender and subject choice in UK schools." In INTERNATIONAL CONFERENCE OF COMPUTATIONAL METHODS IN SCIENCES AND ENGINEERING 2015 (ICCMSE 2015). AIP Publishing LLC, 2015. http://dx.doi.org/10.1063/1.4937714.

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Räihä, Pekka, Antti Juvonen, and Kristiina Samppala. "CLOSING DOWN SCHOOLS AND JOINING THEM TOGETHER AS EXPERIENCED BY TEACHERS, PUPILS AND STUDENTS." In 26th and the 27th International Academic Conference (Istanbul, Prague). International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.027.037.

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Čutović, Mirjana. "Slobodne aktivnosti u okviru nastave srpskog jezika u izmenjenom društvenom konteks." In Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.357c.

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Due to the COVID-19 global pandemic, education as part of the social context suffered great changes in 2019/2020 all around the world. The negative impact of the pandemic on education systems was manifested through different changes in the way schools operate. The most radical change was certainly the closing of schools, i. e. implementing distance education programs by means of distance learning platforms. The organization of leisure/extra-academic activities in such conditions was limited in every respect. Starting from the changed social context brought about by the pandemic, we conducted a survey with the aim of examining the organization and implementation of leisure/extra-academic activities identified with Serbian language education. The survey included class teachers (teachers of junior grades of primary school) (N = 161). Results of the survey indicate that the current pandemic has contributed to the poorer and more sporadic implementation of leisure/extra-academic activities, but also that teachers have been pointing out numerous difficulties in its organization and implementation.
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Anderson, Roberta C., and Gordon W. Romney. "Comparison of TwoVirtual education labs: Closing the gap between online and brick-and-mortar schools." In 2013 12th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2013. http://dx.doi.org/10.1109/ithet.2013.6671035.

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Tammaro, Rosanna, Anna D’Alessio, Annamaria Petolicchio, and Anna Iannuzzo. "THE IMPACT OF COVID-19 ON THE SCHOOL WORLD." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end071.

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The COVID-19 pandemic is firstly a health crisis, but also a huge shock for the educational world (from primary school to university). The impact of COVID-19 on the school world has been very strong. Education has been hit hard with schools closing down internationally and students forced to stay home. The global lockdown of schools has caused a severe and probably unparalleled disruption in student learning. In this scenario, teaching has moved online, the school world has suddenly been forced to move towards the dimension of distance learning, in Italian DAD. A new acronym, DAD, which is used to identify a type of training and teaching that is implemented, precisely, remotely or where there is no sharing of a space and a physical interaction between teacher and students, but everything is mediated by the use of technological means and the internet. The article aims to describe to a teacher audience, the most important steps in online/distance learning, DAD, adopted during pandemic in Italian school system, with its implications for teachers and students. After a brief overview of the main theoretical frameworks, we will try to describe the current state, in our country, of this methodology, its characteristics, its objectives and the roles of the actors involved. This article is an exploratory case study that involved the use of an observational research technique. It sought, through "living the situation in first person", to critically consider the advantages and disadvantages of this new didactic approach, of this different way of studying/teaching and the future prospects in restarting lessons in a Covid world.
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KKoželuhová, Eva, Lenka Zemanová, Radka Wildová, and Ondřej Koželuh. "EXPERIENCES OF PARENTS OF FIRST GRADERS IN CZECH REPUBLIC PERCEIVE EDUCATIONAL PROCESS OF READING AND WRITING DURING COVID-19 PANDEMIC." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/06.

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"The period of the covid pandemic changed day-to-day full-time teaching into distance learning. Teachers, but also parents without any prior training, had to react immediately. What has long been theoretically talked about professionally, namely the use of digitization of teaching in the online environment, has suddenly become a reality. Long discussions about the innovation of the curriculum for primary schools in terms of the scope and quality of educational content were suddenly solved by the teachers themselves using their professional skills and experience. Most of the surveys show [22], [15] that the teachers handled this situation very responsibly and that it can be stated that they managed it within the specific possibilities. Teachers, parents, and especially first-year primary school pupils had a very specific role during the pandemic, and thus the transition to distance learning. It is for this reason that we focused on this group, in our opinion the most affected by pandemics. The present study describes the experience of parents with distance learning reading and writing in the first grades of primary schools at the time of closing schools in the Czech Republic in the school year 2020/2021. The aim of the survey was to describe the effects of distance learning on the development of initial literacy, the differences between day-to-day and online teaching; problems, challenges, pros and cons that the distance learning period brought. The research was carried out as a multi-case study, in which interviews were conducted with six mothers of children - first-class pupils. The results showed that distance learning did not affect the quality of children's acquisition of reading and writing techniques, it only slowed it down. However, there was a decline in pupils' interest in reading and a disruption of their relationship with education in general. It was difficult for parents to motivate children to learn, to help them in case of difficulties with reading and writing techniques, and to evaluate their learning outcomes. On the other hand, distance learning has made it possible to further individualize education with regard to the needs of children and has deepened cooperation between school and family. Distance learning placed increased demands (physical and mental), especially on mothers, when it was necessary for their intensive involvement in the teaching process. Based on the evaluation of the course of distance learning, the paper brings general recommendations applicable to both distance and full-time teaching reading and writing."
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Trasberg, Karmen. "How COVID-19 have Enforced Social Inequalities – Experience of Estonian Teachers." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.29.

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Students across the world have missed face-to-face instruction due to COVID-19 for many months. While schools have made valiant efforts to continue the provision of learning for students, the success of those efforts has varied, and has often been hindered by limited access to technologies and high-speed broadband available in the homes of teachers and students. The changes have enforced existing social inequalities because of insufficient skills, resources, time or health to assist children with remote learning. Closing schools disrupted the education of all children, but some will have coped better than others. Children are differentially advantaged, reflecting their background and circumstances. The aim of this article is to explore how Estonian teachers have experienced the teaching and learning remotely during the first lockdown period in 2020 and what are the possible consequences for vulnerable studentʹ groups. The paper draws on a qualitative method study based on recent interviews with teachers (n = 20) in ten schools. It turned out from the study that there are positive attitudes towards using digital tools in the learning process, but it has not clear impact on the development of digital skills. The results indicated that there is a fragmentation and wide variety of approaches practiced in Estonian general education schools and not all students benefited from the best practices of distance learning. One of the main threats to students with special educational needs (SEN) was the interruption of their study routine, including support services and creating a new daily structure for activities. The involvement of parents and the opportunity to contribute to supporting their children’s home learning played a major role.
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Ioannidis, Yannis. "Closing." In 1st Europe Summer School. New York, New York, USA: ACM Press, 2017. http://dx.doi.org/10.1145/3168836.3168847.

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PEREIRA, LAUANNA FREITAS, ANDRESA MOTA DE MELO, DANIELE DA SILVA DE SOUZA, DAYENE BUENO CRUVINEL DE LIMA, EMILY DOS SANTOS SILVA, GABRIELLA FONSECA DE JESUS MESQUITA,, GABRIELLE RODRIGUES TUSSOLINI, and GISELLE DE OLIVEIRA RODRIGUES. "MENTAL HEALTH IN THE MIDST OF THE COVID-19 PANDEMIC: A PANORAMIC VIEW OF HEALTH PROFESSIONALS, AFFECTED PATIENTS AND INTERPERSONAL RELATIONSHIPS." In I South Florida Congress of Development. CONGRESS PROCEEDINGS I South Florida Congress of Development - 2021, 2021. http://dx.doi.org/10.47172/sfcdv2021-0008.

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The pandemic caused by the SARS-CoV-2 virus provided a new global dynamic, reflecting on the lives of health professionals, people affected by the disease and interpersonal relationships. The main strategy adopted to curb contagion was social distance, with implications in several spheres: in family organization, in the closing of schools and public places and in work routines. This situation gave rise to feelings of helplessness, loneliness and disorders such as anxiety and depression, which directly or indirectly influence the morbidity and mortality of the disease. Health professionals are faced with a new routine, which requires countless hours of work in an exhaustive manner, concern with their patients and the unknown disease, in addition to the vulnerability of their family members. The general population is faced with difficulties in sustaining themselves, in treating chronic conditions and in the constant presence of fear and mourning. In this context, the need for investment and implementation of public policies aimed at mental health is concluded.,
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Reports on the topic "Closing schools"

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Flórez, Ana, Dr Audrey Moore, Dr Samuel Field, and Dr Jochen Kluve. Evaluating the impact of closing a community managed schools programme in El Salvador. International Initiative for Impact Evaluation, 2015. http://dx.doi.org/10.23846/ow41411.

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Gupta, Sweta, and Mohamed Abouaziza. Closing England's Maths Attainment Gap through One-to-One Tutoring – Global Solutions. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/ids.2021.050.

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In the aftermath of COVID-related school closures in the UK, students lost two months of learning, but the loss among the 1.7 million disadvantaged students has been much larger at seven months. This disadvantaged gap is almost entirely driven by maths attainment. One-to-one tutoring is proven to be effective at helping students catch up, but private tutoring is most likely to be taken up by children from affluent households, further widening the disadvantaged gap in learning. This report discusses the feasibility of an innovative tutoring delivery model that uses the global graduate market to deliver tutoring at a scale that can solve this problem and a price that schools can afford. While the report discusses the overall opportunity that the emerging market economies of South- and South-East Asia provide, it also presents the Third Space Learning model in Sri Lanka as a case study to investigate the practicalities of the global online tutoring model.
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Chegwin, Valentina, Cynthia Hobbs, and Agustina Thailinger. School Financing in Jamaica: An Exploration of the Allocation of School Resources. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003880.

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Education spending has increased significantly in Latin America and the Caribbean over the last few decades and Jamaica is no exception. The country has prioritized education within its policy agenda, with spending consistently above the regions average for more than 10 years. Despite these efforts, closing existing learning gaps between advantaged and disadvantaged students has remained a challenge. This study examines how resources are allocated to Jamaican schools and explores ways to promote equity through adjustments in education spending. Findings suggest that lower socio-economic schools rely mainly on public funds, while most high socio-economic schools income comes from donations from different sources, which can be used more flexibly. Such contributions are not always quantifiable or consistently described in the MOEYIs registries, which distorts the equitable allocation of public resources. Moreover, the funding formula used by the MOEYI is relatively new and no impact evaluation studies have been carried out to measure if it effectively responds to equitable education opportunities across schools. More information on schools access to and sources of resources would allow the MOEYI to determine more accurately whether the funds allocated to each school are sufficient to meet their real needs.
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Bakhshaei, Mahsa, Angela Hardy, Aubrey Francisco, Sierra Noakes, and Judi Fusco. Fostering Powerful Use of Technology Through Instructional Coaching. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/48.

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Research findings suggest that instructional technology coaching may be a critical lever in closing the gap in the usage of technology, sometimes referred to as the digital use divide. In the 2017-2018 school year, we provided 50 schools in 20 school districts across five states, with a grant to support an onsite, full-time instructional technology coach (called a DLP coach). Our data shows that after one year of working with their DLP coach, teachers are using technology more frequently and in more powerful ways. DLP teachers report significant increases in using technology for both teaching content and pedagogy—in other words, teachers are using technology to support what they are teaching, as well as how they are teaching it.
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Huang, Aris, Debbie Wong, Elizabeth Cassity, and Jennie Chainey. Teacher development multi-year studies: Impact of COVID-19 on teaching practices in Lao PDR, Timor-Leste and Vanuatu: A discussion paper for practitioners and policymakers. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-680-2.

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The COVID-19 pandemic caused significant disruptions to education systems around the world. Many governments responded abruptly, quickly closing schools and transitioning to home learning. This paper explores the impact of extended school closures due to COVID-19 on teaching and student learning in three countries – Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. This research extends the Australian Government’s Department of Foreign Affairs and Trade (DFAT)’s multi-year Teacher Development Studies, which are commissioned under the Evaluation Analytics Service (EAS). This study series involves the investigation of DFAT-funded teacher development initiatives in Laos, Timor-Leste and Vanuatu to understand the extent to which the investments have improved teaching quality and student learning. In 2021, regular data collection for the study was extended to include COVID-19 impact questions, thereby providing an opportunity to understand a wide range of education stakeholder perspectives on their experience of transitioning and implementing home learning, the impact on teaching practices and student learning, and the level of support teachers were provided during the pandemic.
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Shugerman, Susan. A Case Study of After-School Activities in one School that is Making Progress in Closing the Achievement Gap. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1111.

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Mahdavian, Farnaz. Germany Country Report. University of Stavanger, February 2022. http://dx.doi.org/10.31265/usps.180.

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Germany is a parliamentary democracy (The Federal Government, 2021) with two politically independent levels of 1) Federal (Bund) and 2) State (Länder or Bundesländer), and has a highly differentiated decentralized system of Government and administration (Deutsche Gesellschaft für Internationale Zusammenarbeit, 2021). The 16 states in Germany have their own government and legislations which means the federal authority has the responsibility of formulating policy, and the states are responsible for implementation (Franzke, 2020). The Federal Government supports the states in dealing with extraordinary danger and the Federal Ministry of the Interior (BMI) supports the states' operations with technology, expertise and other services (Federal Ministry of Interior, Building and Community, 2020). Due to the decentralized system of government, the Federal Government does not have the power to impose pandemic emergency measures. In the beginning of the COVID-19 pandemic, in order to slowdown the spread of coronavirus, on 16 March 2020 the federal and state governments attempted to harmonize joint guidelines, however one month later State governments started to act more independently (Franzke & Kuhlmann, 2021). In Germany, health insurance is compulsory and more than 11% of Germany’s GDP goes into healthcare spending (Federal Statistical Office, 2021). Health related policy at the federal level is the primary responsibility of the Federal Ministry of Health. This ministry supervises institutions dealing with higher level of public health including the Federal Institute for Drugs and Medical Devices (BfArM), the Paul-Ehrlich-Institute (PEI), the Robert Koch Institute (RKI) and the Federal Centre for Health Education (Federal Ministry of Health, 2020). The first German National Pandemic Plan (NPP), published in 2005, comprises two parts. Part one, updated in 2017, provides a framework for the pandemic plans of the states and the implementation plans of the municipalities, and part two, updated in 2016, is the scientific part of the National Pandemic Plan (Robert Koch Institut, 2017). The joint Federal-State working group on pandemic planning was established in 2005. A pandemic plan for German citizens abroad was published by the German Foreign Office on its website in 2005 (Robert Koch Institut, 2017). In 2007, the federal and state Governments, under the joint leadership of the Federal Ministry of the Interior and the Federal Ministry of Health, simulated influenza pandemic exercise called LÜKEX 07, and trained cross-states and cross-department crisis management (Bundesanstalt Technisches Hilfswerk, 2007b). In 2017, within the context of the G20, Germany ran a health emergency simulation exercise with representatives from WHO and the World Bank to prepare for future pandemic events (Federal Ministry of Health et al., 2017). By the beginning of the COVID-19 pandemic, on 27 February 2020, a joint crisis team of the Federal Ministry of the Interior (BMI) and the Federal Ministry of Health (BMG) was established (Die Bundesregierung, 2020a). On 4 March 2020 RKI published a Supplement to the National Pandemic Plan for COVID-19 (Robert Koch Institut, 2020d), and on 28 March 2020, a law for the protection of the population in an epidemic situation of national scope (Infektionsschutzgesetz) came into force (Bundesgesundheitsministerium, 2020b). In the first early phase of the COVID-19 pandemic in 2020, Germany managed to slow down the speed of the outbreak but was less successful in dealing with the second phase. Coronavirus-related information and measures were communicated through various platforms including TV, radio, press conferences, federal and state government official homepages, social media and applications. In mid-March 2020, the federal and state governments implemented extensive measures nationwide for pandemic containment. Step by step, social distancing and shutdowns were enforced by all Federal States, involving closing schools, day-cares and kindergartens, pubs, restaurants, shops, prayer services, borders, and imposing a curfew. To support those affected financially by the pandemic, the German Government provided large economic packages (Bundesministerium der Finanzen, 2020). These measures have adopted to the COVID-19 situation and changed over the pandemic. On 22 April 2020, the clinical trial of the corona vaccine was approved by Paul Ehrlich Institute, and in late December 2020, the distribution of vaccination in Germany and all other EU countries
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Lazonick, William, Philip Moss, and Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, May 2021. http://dx.doi.org/10.36687/inetwp159.

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In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employees with health and retirement benefits. Of particular importance to Blacks was the opening up to them of unionized semiskilled operative and skilled craft jobs, for which in a number of industries, and particularly those in the automobile and electronic manufacturing sectors, there was strong demand. In addition, by the end of the 1970s, buoyed by affirmative action and the growth of public-service employment, Blacks were experiencing upward mobility through employment in government agencies at local, state, and federal levels as well as in civil-society organizations, largely funded by government, to operate social and community development programs aimed at urban areas where Blacks lived. By the end of the 1970s, there was an emergent blue-collar Black middle class in the United States. Most of these workers had no more than high-school educations but had sufficient earnings and benefits to provide their families with economic security, including realistic expectations that their children would have the opportunity to move up the economic ladder to join the ranks of the college-educated white-collar middle class. That is what had happened for whites in the post-World War II decades, and given the momentum provided by the dominant position of the United States in global manufacturing and the nation’s equal employment opportunity legislation, there was every reason to believe that Blacks would experience intergenerational upward mobility along a similar education-and-employment career path. That did not happen. Overall, the 1980s and 1990s were decades of economic growth in the United States. For the emerging blue-collar Black middle class, however, the experience was of job loss, economic insecurity, and downward mobility. As the twentieth century ended and the twenty-first century began, moreover, it became apparent that this downward spiral was not confined to Blacks. Whites with only high-school educations also saw their blue-collar employment opportunities disappear, accompanied by lower wages, fewer benefits, and less security for those who continued to find employment in these jobs. The distress experienced by white Americans with the decline of the blue-collar middle class follows the downward trajectory that has adversely affected the socioeconomic positions of the much more vulnerable blue-collar Black middle class from the early 1980s. In this paper, we document when, how, and why the unmaking of the blue-collar Black middle class occurred and intergenerational upward mobility of Blacks to the college-educated middle class was stifled. We focus on blue-collar layoffs and manufacturing-plant closings in an important sector for Black employment, the automobile industry from the early 1980s. We then document the adverse impact on Blacks that has occurred in government-sector employment in a financialized economy in which the dominant ideology is that concentration of income among the richest households promotes productive investment, with government spending only impeding that objective. Reduction of taxes primarily on the wealthy and the corporate sector, the ascendancy of political and economic beliefs that celebrate the efficiency and dynamism of “free market” business enterprise, and the denigration of the idea that government can solve social problems all combined to shrink government budgets, diminish regulatory enforcement, and scuttle initiatives that previously provided greater opportunity for African Americans in the government and civil-society sectors.
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