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Journal articles on the topic 'Closing schools'

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Published: 4 June 2021

Last updated: 20 February 2023

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1

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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2

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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3

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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4

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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5

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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6

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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8

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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10

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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11

Stieg, Margaret F. "The Closing of Library Schools: Darwinism at the University." Library Quarterly 61, no. 3 (July 1991): 266–72. http://dx.doi.org/10.1086/602365.

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12

Bailey, Diane, and Judy Moore. "Closing the distance: Counselling at Open University residential schools." British Journal of Guidance and Counselling 17, no. 3 (September 1, 1989): 317–30. http://dx.doi.org/10.1080/03069888900760291.

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13

Bailey, Diane, and Judy Moore. "Closing the distance: Counselling at open university residential schools." British Journal of Guidance & Counselling 17, no. 3 (September 1989): 317–30. http://dx.doi.org/10.1080/03069888908260042.

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14

Mueed, Abdul, Razia Aliani, Mujahid Abdullah, Twangar Kazmi, Faisal Sultan, and Adnan Khan. "School closures help reduce the spread of COVID-19: A pre- and post-intervention analysis in Pakistan." PLOS Global Public Health 2, no. 4 (April 20, 2022): e0000266. http://dx.doi.org/10.1371/journal.pgph.0000266.

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Closing schools to control COVID-19 transmission has been globally debated, with concerns about children’s education and well-being, and also because of the varied effectiveness of the intervention in studies across the world. This paper aims to determine the effect of school closure policy on the incidence of COVID-19 in Pakistan. A Difference-in-Differences (DiD) analysis compared changes in COVID-19 incidence across cities that completely (Islamabad) and partially (Peshawar) closed schools during the second wave of COVID-19 in Pakistan. Effects of closing (November 2020) and reopening schools (February 2021) were assessed in Islamabad and Peshawar 10 and 20 days after policy implementation. In Islamabad, there was a greater decline in cases than in Peshawar when schools closed. After 10-days, the average reduction of daily COVID-19 incidence in Islamabad was lower by 89 cases (95% CI: -196, 18), due to complete school closure, with a relative reduction of 125 cases (95% CI: -191, -59) compared to Peshawar. Similarly, the relative increase in Islamabad after schools re-opened was 107 cases (95% CI: 46, 167) compared to Peshawar. After 20-days, the average daily COVID-19 incidence in both cities declined after school were closed (Islamabad: -81 [95% CI: -150, -13] versus Peshawar: -80 [95% CI: -148, -12]). COVID-19 incidence appeared to decline after schools reopened as well (Islamabad: -116 [95% CI: -230, -3] versus Peshawar: -30 [95% CI: -124, 63]). However, Peshawar’s decline is not statistically significant. These results control for changes in testing as well as a daily time trend. The magnitude and speed of reduction in cases with a complete school closure, and a similar but reverse trend of increasing cases upon reopening, suggests that closing schools reduces COVID-19 transmission in communities. However, there are learning-loss and well-being costs for children and their parents.

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15

Wenglinsky, Harold. "Closing the Racial Achievement Gap:The Role of Reforming Instructional Practices." education policy analysis archives 12 (November 23, 2004): 64. http://dx.doi.org/10.14507/epaa.v12n64.2004.

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No Child Left Behind calls for schools to close the achievement gap between races in math and reading. One possible way for schools to do so is to encourage their teachers to engage in practices that disproportionately benefit their minority students. The current study applies the technique of Hierarchical Linear Modeling to a nationally representative sample of 13,000 fourth graders who took the 2000 National Assessment of Educational Progress in mathematics to identify instructional practices that reduce the achievement gap. It finds that, even when taking student background into account, various instructional practices can make a substantial difference.

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O’Leary, Gabriella, Alina S. Schnake-Mahl, Vaishnavi Vaidya, Usama Bilal, and Jennifer Kolker. "Indoor Dining and In-Person Learning: A Comparison of 30 US Cities." International Journal of Environmental Research and Public Health 18, no. 20 (October 19, 2021): 10967. http://dx.doi.org/10.3390/ijerph182010967.

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With limited US federal leadership on closing and re-opening strategies to mitigate the COVID-19 pandemic, cities and states were left to enact their own policies. This article examines two key sets of policies—in-person learning in public elementary schools and indoor dining—across 30 of the largest US cities in the summer, fall, and winter of 2020. We review indoor dining and in-person elementary education policy decisions between 1 May 2020 and 14 December 2020 across 30 US cities. We review the public health evidence, political power, and jurisdictional challenges that cities faced, and the policy implications of these factors. Overwhelmingly, indoor dining re-opened in cities while in-person elementary schools were kept closed; indoor dining re-opened in all cities in fall 2020, while only 40% of public elementary schools re-opened for in-person instruction. Looking ahead to fully bringing students back for in-person learning, and considering future potential community outbreaks, this retrospective analysis can help inform city and state governments on policy decisions around indoor dining and reopening/closing schools for in-person learning.

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Lindblad, Sverker, Gun-Britt Wärvik, Inger Berndtsson, Elsi-Brith Jodal, Anders Lindqvist, Giulia Messina Dahlberg, Dimitrios Papadopoulos, et al. "School lockdown? Comparative analyses of responses to the COVID-19 pandemic in European countries." European Educational Research Journal 20, no. 5 (September 2021): 564–83. http://dx.doi.org/10.1177/14749041211041237.

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The purpose of this article is to analyse how education and schooling took part in handling the early phase of the COVID-19 pandemic in eight European countries (Denmark, Finland, Germany, Greece, Italy, Norway, Poland and Sweden). The focus is on primary education and on decisions to close schools, or not. Our research was informed by assemblage theory in order to analyse how different components interacted in developing societal responses to mitigate the pandemic. The research was designed as a comparative case study of practical reasoning in diverse contexts. Data sources were the mass media and statements from governments and authorities. Our analyses showed that decisions to close schools, or not, were based on two alternative discourses on schooling. Closing primary schools was a preventive measure underlined by discourses of schools as places for infection. Keeping primary schools open was underlined by a discourse in which schools were conceived of as a place for social supportive measures and caring. Furthermore, the closing alternative was often combined with attempts to replace school practices by distance learning or computerized instruction. Legal constitutions and lawmaking were of significant importance in selecting discourses and the relative impact of different components, mostly political or medical, in responding to the pandemic.

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Lisa, Mega, Tiara Priscalia, Leoen Leoen, Hagay Krisnanda Maranata, and Herwin Sagita Bela. "PERSEPSI MAHASISWA TERHADAP PENANGANAN COVID-19 DI KABUPATEN OGAN KOMERING ULU." JURNAL DINAMIKA 2, no. 1 (June 26, 2022): 40–53. http://dx.doi.org/10.54895/dinamika.v2i1.1479.

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According to the WHO website, coronaviruses are a large family of viruses that can cause disease in animals or humans. In humans, corona is known to cause respiratory infections ranging from the common cold to more severe diseases such as Middle East Respiratory Syndrome (MERS) and Severe Acute Respiratory Syndrome (SARS). Covid-19 is a disease caused by infection with the SARS-CoV-2 virus, first identified in the city of Wuhan, in China's Hubei province in December 2019. Several policies set by the central government such as closing schools, campuses, closing several private companies, closing entertainment centers, closing several tourist attractions, implementing PSBB, in addition, during this pandemic the government also provided some social assistance such as in the form of basic necessities and cash. , while in local governments such as in OKU district, the government has provided several policies such as closing schools and campuses, providing facilities to limit operations in eating places such as restaurants and cafes, giving an appeal to apply 5M to prevent the spread of the corona virus. seen from the respondents' answers that students' perceptions of the handling of Covid-19 in the district. This OKU has indeed been good, seen from the preparation of places for quarantine, giving advice to restaurant, café or mall owners to close early, giving warnings through banners to maintain health and implementing 5M, the government has also provided services for vaccinations in order to overcome the spread of covid.

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Mestry, Raj. "School Management Teams’ Instructional Leadership Role in Closing the Achievement Gap in Impoverished Schools." Africa Education Review 16, no. 6 (November 22, 2018): 94–110. http://dx.doi.org/10.1080/18146627.2018.1464696.

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Rogers, Theresa, and Kathy Sanford. "Closing Comments: Navigating New Literacies Pedagogies and Practices in Schools." Language and Literacy 15, no. 1 (June 20, 2013): 109. http://dx.doi.org/10.20360/g2fs3k.

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21

Stephenson, Maxine. "Closing the doors on the Maori Schools in New Zealand1." Race Ethnicity and Education 9, no. 3 (September 2006): 307–24. http://dx.doi.org/10.1080/13613320600807717.

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22

Soland, James. "Are Schools Deemed Effective Based on Overall Student Growth Also Closing Achievement Gaps? Examining the Black–White Gap by School." Teachers College Record: The Voice of Scholarship in Education 123, no. 12 (December 2021): 211–36. http://dx.doi.org/10.1177/01614681211070876.

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Background/Context: Closing achievement gaps is a major concern in U.S. education. These gaps can develop in a wide range of ways over the course of a student’s schooling. Yet, research on school effectiveness and accountability policies for schools often focuses on rank orderings of schools based on value-added models, which could mask those complex gap trends altogether. Purpose: In this study, schools’ contributions to student growth were estimated for Black versus White students such that some of the complex trends in how gaps develop can be disaggregated. Research questions were the following: (1) How different are the rank orderings of schools for Black versus White students? (2) Does relying on rank ordering alone mask any differences in how schools contribute to achievement gaps, including whether or not schools are (a) closing gaps, (b) preparing students for college differentially by race, and (c) generating comparable growth for White and Black students? Sample: Students in the sample, who ranged from roughly 92,000 to 139,000 in number depending on the year, all took a vertically scaled achievement test in math/reading and were followed longitudinally. Research Design: Rather than simply fit lag score models common in the value-added literature, growth curve models were estimated in a multilevel modeling framework. Conclusion: Results show that focusing on rank orderings of schools alone can mask troubling trends in relative achievement over time, including masking differential rates of progress toward college readiness for minoritized students.

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Morgan, Natalie. "Children as digital citizens: Closing the gap on parental engagement." Information Technology, Education and Society 17, no. 1 (July 1, 2020): 41–54. http://dx.doi.org/10.7459/ites/17.1.04.

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As technology users become progressively younger, the frequency of exposure and risk in the use of technology continues to increase worldwide. Internationally, digital citizenship is growing rapidly. As students enter primary school already a part of this technological explosion, educative policies and practices are expanding to younger year levels. Schools progressively find themselves taking a lead role in supporting their entire community’s development as digital citizens. It is timely to ask about the effectiveness of their approaches to doing so, and to consider the challenges ahead in both school and at home. This paper examines the curriculum, theories, research and practicalities relating to children as digital citizens. This article suggests that the active role children play in influencing and facilitating the nature and extent of their technological and personal relationships is attributed to a three-way relationship between teacher, student and parent. Much remains to be done regarding parental engagement and involvement in parent-school relationships to ensure the safety and physical and mental health of our children. Schools and teachers can support parental engagement by continuously building and rebuilding partnerships to connect learning, digital knowledge and competence at home and at school, so as to provide children and adolescents with the right tools. As schools and their communities become increasingly reliant on digital technology, providing effective links through education and information on digital literacies and fluency offers children a network of support.

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Engberg, John, Brian Gill, Gema Zamarro, and Ron Zimmer. "Closing schools in a shrinking district: Do student outcomes depend on which schools are closed?" Journal of Urban Economics 71, no. 2 (March 2012): 189–203. http://dx.doi.org/10.1016/j.jue.2011.10.001.

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Taghizadeh, Jonas Larsson. "Are students in receiving schools hurt by the closing of low-Performing schools? Effects of school closures on receiving schools in Sweden 2000–2016." Economics of Education Review 78 (October 2020): 102020. http://dx.doi.org/10.1016/j.econedurev.2020.102020.

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Zilgalvis, Jānis. "Laidu Manor House School. Assessment of Cultural Heritage Assets upon Closing of the School." Landscape architecture and art, no. 20 (November 8, 2022): 18–23. http://dx.doi.org/10.22616/j.landarchart.2022.20.02.

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The architecture of Courland manor houses is rich in classical monuments. Many of them form impressive building ensembles. The use of the buildings varies, historically – schools, parish boards, farm administrations, nowadays – guesthouses, private properties and still schools. One such site is in Laidi, where the existence of a school is problematic.

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Hadeishi, Makoto, and Kazuhiro Fukuyo. "The Effective Use of Social Capital for the Declining-population Society." Journal on Innovation and Sustainability. RISUS ISSN 2179-3565 3, no. 2 (August 27, 2012): 3. http://dx.doi.org/10.24212/2179-3565.2012v3i2p3-10.

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Japan has become a declining-population society. It causes closing of more than 450schools annually. More than 30 % of closed schools in Japan are not fully utilized at present.The closed schools should be utilized as the social capital and used for not only “public use” butalso “business use” for the regional revitalization. Especially, in the hilly and mountainous area, effective measures for closed schools is required to cope with the declining birthrate and agingpopulation, increase employment, promote agriculture, and contribute to the regional market.For the promotion of the business, local governments and the non-governmental business operatorsshould cooperate together to expedite the business use for the closed schools proactively.

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Wang, Chuang, Xitao Fan, and David K. Pugalee. "Impacts of School Racial Composition on the Mathematics and Reading Achievement Gap in Post Unitary Charlotte-Mecklenburg Schools." Education and Urban Society 52, no. 7 (December 29, 2019): 1112–32. http://dx.doi.org/10.1177/0013124519894970.

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This is a longitudinal study of the change in the academic achievement gap between African American and European American students from elementary to high schools with large administrative data from a school district in the United States. Analysis of variance between eight tracks of students defined by the school environment of isolated schools or diverse schools indicated that middle school is a critical period for closing the achievement gap and that students who stayed in diverse schools from elementary to high schools benefited the most in both reading and mathematics standardized test scores. Multilevel linear growth models show that staying in isolated elementary and middle schools has a negative impact on the students’ reading achievement and their annual growth rate in mathematics for all students regardless of race.

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Ayscue, Jennifer B., and Genevieve Siegel-Hawley. "Magnets and school turnarounds: Revisiting policies for promoting equitable, diverse schools." education policy analysis archives 27 (June 10, 2019): 72. http://dx.doi.org/10.14507/epaa.27.4248.

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This case study examines how magnet school and school turnaround processes can work together to promote desegregation and improvement. Based on cross-case analysis of three magnet schools undergoing turnarounds, this study draws on data from the 2010 federal Magnet Schools Assistance Program grant and qualitative fieldwork through observations, interviews, and focus groups. In academically struggling schools with high concentrations of students of color and low-income students, successful magnet turnarounds involve changes across many aspects of the schools. While the local context is essential for shaping the magnet turnaround process, these three schools reveal common ways in which participants viewed their schools as successful turnarounds, the elements that supported success, and the challenges that magnets undergoing a turnaround are likely to face. Participants’ perceptions of a successful turnaround were based on increasing family interest and increasing racial and economic diversity, as well as improvements in curriculum and instruction, school culture, and academic achievement. This study helps broaden our definition of a school turnaround beyond higher test scores and reminds us of the origins of the concept, which revolved around desegregation. Lessons from the sites suggest that rather than closing underperforming or under-enrolled schools, districts should consider magnet schools as a turnaround approach.

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Jones, Barrett. "Book Review: The Closing of American Library Schools: Problems and Opportunities." Library Resources & Technical Services 40, no. 4 (October 1, 1996): 385–87. http://dx.doi.org/10.5860/lrts.40n4.385.

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Wilson, Patrick. "The Closing of American Library Schools: Problems and Opportunities (Book Review)." College & Research Libraries 57, no. 2 (March 1, 1996): 197–98. http://dx.doi.org/10.5860/crl_57_02_197.

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du Plessis, Pierre J. "Closing the Achievement Gap in Disadvantaged Communities: Lessons from Successful Schools." Africa Education Review 16, no. 6 (November 2, 2019): 22–36. http://dx.doi.org/10.1080/18146627.2018.1464649.

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33

Glass, Kathryn, and Belinda Barnes. "How Much Would Closing Schools Reduce Transmission During an Influenza Pandemic?" Epidemiology 18, no. 5 (September 2007): 623–28. http://dx.doi.org/10.1097/ede.0b013e31812713b4.

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34

Daniels, Mark R. "Organizational termination and policy continuation: Closing the Oklahoma Public Training Schools." Policy Sciences 28, no. 3 (August 1995): 301–15. http://dx.doi.org/10.1007/bf01000291.

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Stern, Alexandra M., Martin S. Cetron, and Howard Markel. "Closing The Schools: Lessons From The 1918–19 U.S. Influenza Pandemic." Health Affairs 28, Supplement 1 (January 2009): w1066—w1078. http://dx.doi.org/10.1377/hlthaff.28.6.w1066.

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Makamure, Chipo, and Maria Tsakeni. "COVID-19 AS AN AGENT OF CHANGE IN TEACHING AND LEARNING STEM SUBJECTS." Responding to Covid-19: the integration of online teaching and learning in STEM education 19, no. 6A (December 25, 2020): 1078–91. http://dx.doi.org/10.33225/jbse/20.19.1078.

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The closing of schools due to Covid-19 has brought a dimension of uncertainty into STEM education. Despite the closing of schools due to the need to observe physical distancing, some schools have found ways to continue teaching and learning on virtual platforms enabled by increasingly pervasive fourth industrial revolution environments. In this study, the teaching of Ordinary level mathematics and science in pursuit of STEM education goals as enabled by the Internet of Things (IoT) in online classrooms was therefore, explored. Using an interpretive case study, relevant data were collected from two mathematics and three science teachers during semi-structured interviews. These participants communicated their experiences in transitioning from face-to-face to online classrooms as they worked to promote STEM education during the Covid-19 pandemic. The findings reveal teachers’ experiences of this transition and their selection of particular Web 2.0 tools to establish online classrooms. Notably, mobile instant messaging tools proved to be a popular option for being cheap, user-friendly, temporal, and multimodal. The findings also revealed that teachers struggled to adapt the hands-on activities to suit online teaching resulting in the use of teacher-centred approaches. Keywords: Covid-19, mathematics and science, online learning, STEM education, virtual platforms

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Ball, Annahita, and Candra Skrzypek. "Closing the Broadband Gap: A Technology-Based Student and Family Engagement Program." Children & Schools 41, no. 4 (October 2019): 229–37. http://dx.doi.org/10.1093/cs/cdz015.

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Abstract This pilot study explored a technology-based intervention aimed at increasing student and family engagement in school, using a quasi-experimental pretest–posttest design. All fourth- and fifth-grade students participated in a classroom-based one-to-one program; some students also received take-home tablets and broadband access. Student surveys assessed behavioral, cognitive, and affective engagement and academic motivation. Parent surveys assessed perceptions of school support, empowerment in schools, and overall experiences in schools. Teachers participated in a focus group to share their impressions of the program. Results showed that affective engagement and academic motivation decreased for all students, with no differences between the intervention and comparison groups. Parents in the intervention group reported greater perceptions of school support but no significant differences or changes in empowerment or overall school experiences. Students, parents, and teachers all reported positive experiences with the program. Findings point to the ways varying contexts may influence engagement in school.

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Phipps, A. G., and P. M. Anglin. "A Rational Economic Analysis of Public-School Closings in Saskatoon." Environment and Planning A: Economy and Space 25, no. 3 (March 1993): 339–55. http://dx.doi.org/10.1068/a250339.

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The Saskatoon public board closed eleven elementary schools and one high school during the period 1978–88. The finding from two economic models is that the school board did not act as a discriminating rational economic decisionmaker in closing two elementary schools located in a case-study neighbourhood. The postponement of the closures resulted in an annual subsidy to the remaining students and their families for an amount eventually equivalent to 40% of the actual savings. The school board thus incorporated noneconomic factors into its decisions in anticipation of the community reactions to a closure.

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Stone, Carolyn, and Lauren Eggleston. "A University/School District Partnership to Close the Information, Opportunity, and Attainment Gaps for Students in Urban Schools." Professional School Counseling 23, no. 1_part_2 (January 2020): 2156759X1989918. http://dx.doi.org/10.1177/2156759x19899185.

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This article outlines how to replicate strategies employed during a two-decade partnership between the University of North Florida’s (UNF) school counselor preparation program and Duval County Public Schools, a large, urban, southern school district. The partnership created a culture of collaboration built on a mutual social justice philosophy for the purpose of closing attainment gaps. Participation in the partnership has become mandatory for UNF school counseling candidates in their preparation to be systemic change agents who ferret out and eliminate opportunity gaps and information gaps to benefit K–12 students.

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Abbott, Mary, Cheryl Walton, Yolanda Tapia, and Charles R. Greenwood. "Research to Practice: A “Blueprint” for Closing the Gap in Local Schools." Exceptional Children 65, no. 3 (April 1999): 339–52. http://dx.doi.org/10.1177/001440299906500305.

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Chilton, Roland, and Jerome G. Miller. "Last One over the Wall: The Massachusetts Experiment in Closing Reform Schools." Contemporary Sociology 22, no. 2 (March 1993): 242. http://dx.doi.org/10.2307/2075782.

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Younger, Mike, and Molly Warrington. "Closing the Gender Gap? Issues of gender equity in English secondary schools." Discourse: Studies in the Cultural Politics of Education 28, no. 2 (June 2007): 219–42. http://dx.doi.org/10.1080/01596300701289276.

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Bizenjo, Sikander. "Education in Pakistan: Are low-cost private schools closing the gender gap?" International Journal of Educational Development 77 (September 2020): 102209. http://dx.doi.org/10.1016/j.ijedudev.2020.102209.

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Datnow, Amanda, and Vicki Park. "Opening or closing doors for students? Equity and data use in schools." Journal of Educational Change 19, no. 2 (April 30, 2018): 131–52. http://dx.doi.org/10.1007/s10833-018-9323-6.

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Chukwuere, Joshua. "Social media age: Where is the spirit of Ubuntu in the educational system?" African Social Science and Humanities Journal 1, no. 1 (October 30, 2020): 1–6. http://dx.doi.org/10.57040/asshj.v1i1.7.

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Ubuntu promotes the caring spirit of humanity. In the presence of Ubuntu, the growing rate of teachers' absenteeism in their duty posts is alarming across schools and subject lines. Social media platforms promote continuous presence and limiting physical presence. At the same time, Ubuntu promotes caring for one another irrespective of gender, age, race, status, background, and many more. Notwithstanding the benefits attached to African philosophy, Ubuntu, and social media, teachers' presence in schools keeps dropping physically and virtually. This study used secondary data in seeking to understand how African philosophy, Ubuntu, and social media can be applied in closing or eliminating the growing teacher absenteeism in schools in this social media age.

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Kalyanaram, Gurumurthy. "Prospect Theory, Mental Accounting, Nudges: Applications to Economics, Finance, Marketing, Public Policy, and to COVID-19 Pandemic Management." GLIMS Journal of Management Review and Transformation 1, no. 1 (March 2022): 48–63. http://dx.doi.org/10.1177/jmrt.22.1023226.

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In this article, we present three important behavioral/cognitive theories: Prospect theory, mental accounting, and nudge theory. We also briefly present applications of these theories to consumer, financial, and product markets, and to public policy decisions. Finally, we discuss the application of these three theories to management of the current pandemic (COVID-19) situation, including strategizing and communicating productively. Specifically, we examine the framing of the non-pharmacological mandates, the applicable models for closing and re-opening decisions, and methods to increase the odds of diffusion of accurate information. There are three useful insights. One, we find that framing matters in increasing the effectiveness of the mandates: exposure to gain frames yielded more support. Two, instead of closing, opening, and closing again, it is better to keep the economy (and schools/colleges) closed for a longer time period so that it does not have to be closed again. Three, an accuracy nudge increases the flow of accurate information and attenuates the false information.

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Park, Aileen, Pablo Ramirez, and Paul Sparks. "Special Issue Editorial:." International Journal of Multicultural Education 23, no. 3 (December 30, 2021): 1–6. http://dx.doi.org/10.18251/ijme.v23i3.3187.

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The global pandemic has brought about fundamental changes in education. The abrupt closing of schools has disrupted the teaching and learning processes and presented challenges for schools worldwide. This Special Issue explores “digital inclusion” through the use of technology-facilitated learning platforms and modalities within the multicultural environment of schooling. It especially gives attention to cases that highlight the responses of parents, teachers, administrators, and students in countries that have the digital infrastructure and technological advancement and in those that do not in order to question the “digital divide” and the challenges and implications that this disparity brings to education.

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Lohr, Sharon. "Red Beads and Profound Knowledge: Deming and Quality of Education." education policy analysis archives 23 (August 24, 2015): 80. http://dx.doi.org/10.14507/epaa.v23.1972.

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Value-added models are being implemented in many states in an attempt to measure the contributions of individual teachers and schools toward students’ learning. Scores from these models are increasingly used for high-stakes purposes such as setting compensation, hiring or dismissing teachers, awarding tenure, and closing schools. The statistician W. Edwards Deming wrote extensively about improving quality in education and the damage caused by performance rankings. We examine uses and misuses of value-added models in the context of Deming’s System of Profound Knowledge, and discuss contributions a Deming-based perspective and statistical science can make to improving education.

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Newmann, Fred M., BetsAnn Smith, Elaine Allensworth, and Anthony S. Bryk. "Instructional Program Coherence: What It Is and Why It Should Guide School Improvement Policy." Educational Evaluation and Policy Analysis 23, no. 4 (December 2001): 297–321. http://dx.doi.org/10.3102/01623737023004297.

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We present the concept of instructional program coherence and explain why school improvement frameworks that incorporate instructional program coherence are more likely to advance student achievement than multiple, unrelated efforts. We present evidence that Chicago elementary schools with stronger instructional program coherence make higher gains in student achievement. We also share observations on how, in specific schools, principals and external partners directed key school resources toward the development of instructional program coherence. In closing, we discuss factors within the educational system that discourage instructional program coherence and suggest ways that school leaders, school improvement partners, and policymakers can support greater instructional program coherence.

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Ginter, Linden, Anne Greig, and Tommy MacKay. "Supporting the mental health of children and young people: An exploratory survey of secondary school views and service needs." Educational Psychology in Scotland 18, no. 1 (2017): 15–23. http://dx.doi.org/10.53841/bpsepis.2017.18.1.15.

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Young people’s mental health is an increasingly prominent issue in Scotland. Closing the attainment gap is a key priority of the Scottish Government’s National Improvement Framework. Given the established link between adverse childhood experiences and mental health difficulties and the impact of mental health difficulties on educational attainment and life outcomes, it is crucial to ensure that schools are well-equipped to support pupils with mental health difficulties. This report outlines the results of an exploratory survey of a convenience sample of 12 secondary schools across Scotland looking at current practice and policies. The practice implications of these findings are discussed.

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