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Relevant bibliographies by topics / School closures

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Academic literature on the topic 'School closures'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "School closures"

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Tieken, Mara Casey, and Trevor Ray Auldridge-Reveles. "Rethinking the School Closure Research: School Closure as Spatial Injustice." Review of Educational Research 89, no. 6 (October 8, 2019): 917–53. http://dx.doi.org/10.3102/0034654319877151.

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Recent mass closings of schools have rocked cities across the United States. Though these urban closures—and widespread community protests—have made headlines, rural schools have also long experienced and opposed the closure of their schools. A large body of research examines these urban and rural closures from a variety of perspectives, including their economic motivations and policy implications. This review reexamines this literature, looking across context to show how school closure can produce spatial injustice. Advocates argue that closures further academic opportunity, efficiency, and equality. But our analysis shows that closures are unevenly distributed, disproportionately affecting places where poor communities and communities of color live, and they can bring negative effects, harming students and adults and reducing their access to an important educational and community institution. We conclude with recommendations for research and practice.

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Zviedrite, Nicole, Jeffrey D. Hodis, Ferdous Jahan, Hongjiang Gao, and Amra Uzicanin. "COVID-19-associated school closures and related efforts to sustain education and subsidized meal programs, United States, February 18–June 30, 2020." PLOS ONE 16, no. 9 (September 14, 2021): e0248925. http://dx.doi.org/10.1371/journal.pone.0248925.

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Pre-emptive school closures are frontline community mitigation measures recommended by the US Centers for Disease Control and Prevention (CDC) for implementation during severe pandemics. This study describes the spatiotemporal patterns of publicly announced school closures implemented in response to the coronavirus disease 2019 (COVID-19) pandemic and assesses how public K-12 districts adjusted their methods of education delivery and provision of subsidized meals. During February 18–June 30, 2020, we used daily systematic media searches to identify publicly announced COVID-19–related school closures lasting ≥1 day in the United States (US). We also collected statewide school closure policies from state government websites. Data on distance learning and subsidized meal programs were collected from a stratified sample of 600 school districts. The first COVID-19–associated school closure occurred on February 27, 2020 in Washington state. By March 30, 2020, all but one US public school districts were closed, representing the first-ever nearly synchronous nationwide closure of public K-12 schools in the US. Approximately 100,000 public schools were closed for ≥8 weeks because of COVID-19, affecting >50 million K-12 students. Of 600 districts sampled, the vast majority offered distance learning (91.0%) and continued provision of subsidized meal programs (78.8%) during the closures. Despite the sudden and prolonged nature of COVID-19–associated school closures, schools demonstrated flexibility by implementing distance learning and alternate methods to continue subsidized meal programs.

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Walsh, Sebastian, Avirup Chowdhury, Vickie Braithwaite, Simon Russell, Jack Michael Birch, Joseph L. Ward, Claire Waddington, et al. "Do school closures and school reopenings affect community transmission of COVID-19? A systematic review of observational studies." BMJ Open 11, no. 8 (August 2021): e053371. http://dx.doi.org/10.1136/bmjopen-2021-053371.

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ObjectivesTo systematically reivew the observational evidence of the effect of school closures and school reopenings on SARS-CoV-2 community transmission.SettingSchools (including early years settings, primary schools and secondary schools).InterventionSchool closures and reopenings.Outcome measureCommunity transmission of SARS-CoV-2 (including any measure of community infections rate, hospital admissions or mortality attributed to COVID-19).MethodsOn 7 January 2021, we searched PubMed, Web of Science, Scopus, CINAHL, the WHO Global COVID-19 Research Database, ERIC, the British Education Index, the Australian Education Index and Google, searching title and abstracts for terms related to SARS-CoV-2 AND terms related to schools or non-pharmaceutical interventions (NPIs). We used the Cochrane Risk of Bias In Non-randomised Studies of Interventions tool to evaluate bias.ResultsWe identified 7474 articles, of which 40 were included, with data from 150 countries. Of these, 32 studies assessed school closures and 11 examined reopenings. There was substantial heterogeneity between school closure studies, with half of the studies at lower risk of bias reporting reduced community transmission by up to 60% and half reporting null findings. The majority (n=3 out of 4) of school reopening studies at lower risk of bias reported no associated increases in transmission.ConclusionsSchool closure studies were at risk of confounding and collinearity from other non-pharmacological interventions implemented around the same time as school closures, and the effectiveness of closures remains uncertain. School reopenings, in areas of low transmission and with appropriate mitigation measures, were generally not accompanied by increasing community transmission. With such varied evidence on effectiveness, and the harmful effects, policymakers should take a measured approach before implementing school closures; and should look to reopen schools in times of low transmission, with appropriate mitigation measures.

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Lee, Helen, and Lauren Sartain. "School Closures in Chicago: What Happened to the Teachers?" Educational Evaluation and Policy Analysis 42, no. 3 (June 1, 2020): 331–53. http://dx.doi.org/10.3102/0162373720922218.

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In 2013, the Chicago Board of Education closed 47 elementary schools, directly affecting 13,000 students and 900 teachers. The closures created employment uncertainty for closed-school teachers, and this article investigates the labor market consequences for teachers. We employ a difference-in-differences approach that compares the exit rates of closed-school teachers with teachers in schools that only experienced threat of closure. We estimate that the closures resulted in a near doubling of teacher exit among teachers in closed schools, particularly among low-performing teachers. We also find that, among closed-school teachers, Black teachers were more likely to return than White teachers. Given the nationwide trend of school closures for budgetary or performance reasons, this article has implications for strategic retention of effective teachers.

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Richards, Meredith P., Kori J. Stroub, and Sarah Guthery. "The Effect of School Closures on Teacher Labor Market Outcomes: Evidence From Texas." AERA Open 6, no. 2 (April 2020): 233285842092283. http://dx.doi.org/10.1177/2332858420922837.

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Recent scholarship has highlighted the phenomenon of urban public school closures and their effects on student academic outcomes. However, we know little about the broader impact of closures, particularly on teachers who are also displaced by closure. We assess labor market outcomes for over 15,000 teachers in nearly 700 Texas schools displaced by closure between 2003 and 2015. Using a unique administrative data set, we find that closures were associated with an increased likelihood of teachers leaving teaching as well as changing school districts. Notably, teachers in charters that closed were particularly likely to leave. In addition, closures appear to push out senior teachers and worsen the already substantial underrepresentation of Black teachers.

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Green, Terrance L., Joanna D. Sánchez, and Andrene J. Castro. "Closed Schools, Open Markets: A Hot Spot Spatial Analysis of School Closures and Charter Openings in Detroit." AERA Open 5, no. 2 (April 2019): 233285841985009. http://dx.doi.org/10.1177/2332858419850097.

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The purpose of this study is to use geographic information systems to map the spatial distribution of traditional public school closures and the opening of charter schools in Detroit. To achieve this purpose, we examine the following research questions: (a) How are traditional public school closures and the opening of charter schools spatially distributed throughout neighborhoods in Detroit during three education policy eras? (b) How, if at all, might these schools’ spatial patterns cluster in certain neighborhoods to create hot spots of traditional public school closures and/or charter school openings? As such, this descriptive study uses hot spot geospatial analysis to identify whether the spatial occurrence of traditional public school closures and charter school openings is randomly distributed or if it occurs in statistically significant spatial clusters. Rollback and rollout neoliberalism is used to theoretically frame the study and guide the analysis. Findings suggest that charter school openings occur more often in hot spots or concentrated ways than the closure of traditional public schools in Detroit. We conclude with implications for future research.

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Jackson, Ashley M., and Faruque Ahmed. "Assessing Characteristics of Unplanned School Closures that Occurred in the United States in Response to Hurricane Harvey in 2017." Disaster Medicine and Public Health Preparedness 14, no. 1 (January 31, 2020): 125–29. http://dx.doi.org/10.1017/dmp.2019.159.

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ABSTRACTObjective:Hurricane Harvey, which made landfall in Texas on August 24, 2017, caused catastrophic damage that resulted in the closure of many schools and school districts across 4 states. We evaluated the underlying reasons and characteristics of the unplanned school closures to gain insight on how communities may cope with recommended preemptive closures as an intervention for pandemic influenza.Methods:Information was extracted from news articles, school websites, and Twitter and Facebook posts previously collected through daily systematic searches of Google, Google News, and Lexis-Nexis. This information was sorted into predefined categories describing the characteristics that may be associated with unplanned school closures that occur during a natural disaster.Results:Across Texas, Louisiana, Kentucky, and Tennessee, there were 3026 unplanned closures. Sixty-three percent of the closures occurred in Texas. The main reasons for the closures were flooding, power outages, and structural damage. The closed schools in Texas were sometimes used as shelters or as locations for providing food or other resources.Conclusion:School closures associated with Hurricane Harvey were attributed to both the effects of the hurricane and use for resource allocation. These findings can help inform preparedness planning and response for future hurricane seasons and other large-scale emergencies.

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Syeed, Esa. "“It just doesn’t add up”: Disrupting official arguments for urban school closures with counterframes." education policy analysis archives 27 (September 16, 2019): 110. http://dx.doi.org/10.14507/epaa.27.4240.

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Mass school closures have become commonplace in urban school districts. To explain their actions, school system leaders often rely on a dominant frame that presents closures as an inevitable, data-driven, and politically neutral phenomenon in an educational landscape defined by shrinking budgets, demographic changes, and increased school choice. In response, research has typically focused on how communities tell counternarratives that seek to interrupt official accounts of school closures. Using a critical frame analysis of qualitative data from the 2013 school closure process in Washington, DC, I discuss another grassroots approach to disrupting school closures: counterframes. Drawing on Critical Race Theory and social movement theory, I discuss counterframes as discursive arguments that allow communities to directly challenge official rhetoric and offer alternatives. Findings show that communities in DC crafted counterframes that pushed back on the notion that the closures were inevitable, questioned the data guiding the process, and attempted to expose hidden agendas and interests behind shuttering schools. The article concludes with the relevance of counterframes to broader educational mobilizations as well as their limitations.

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Phipps, A. G. "An Institutional Analysis of School Closures in Saskatoon and Windsor." Environment and Planning A: Economy and Space 25, no. 11 (November 1993): 1607–26. http://dx.doi.org/10.1068/a251607.

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During the 1978–88 period the public and the Catholic separate boards closed seventeen schools in Saskatoon and twenty-two in Windsor. The repertories of involvements and interactions between the community representatives and the school board officials during the reviews of the closure of these schools are theorized. The empirical analysis utilizes archival data for two episodes of school closures in each city, after which the school boards might have amended their procedures for the closures. The findings illustrate the real and instantiated powers, and the agency skills of the involved community representatives versus those of the school board officials.

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Weber, Rachel, Stephanie Farmer, and Mary Donoghue. "Predicting School Closures in an Era of Austerity: The Case of Chicago." Urban Affairs Review 56, no. 2 (October 22, 2018): 415–50. http://dx.doi.org/10.1177/1078087418802359.

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What factors do administrators consider when (dis)investing in public facilities? We model school closure decisions in Chicago from 2003 to 2013 with multinomial logit models that estimate the decision to close or “turnaround” schools as a function of building, student, geographic, political, and neighborhood factors during two mayoral administrations. The results from our specifications validate the “official” rationale for closures and turnarounds: Low test scores are associated with closures and turnarounds under Mayor Daley, and underutilization is associated with closures under Mayor Emanuel. However, our findings also reveal some distance between technical-rational decision making and the realities of capital budgeting under austerity. The race of students and proximity to both the Central Business District and charter schools also predicted closures. This suggests multiple, potentially conflicting, interests that school districts balance to serve the needs of school-age populations and taxpayers and also the potential for burdening already vulnerable populations with the negative effects of disinvestment.

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Dissertations / Theses on the topic "School closures"

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Jackson, Charlotte Rebecca. "The impact of school closures on the transmission dynamics of pathogens." Thesis, London School of Hygiene and Tropical Medicine (University of London), 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558364.

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McGill, Eric Andrew. "Optimizing the closures development process using the design structure matrix." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/34858.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Engineering Systems Division; in conjunction with the Leaders for Manufacturing Program at MIT, 2005.
Includes bibliographical references (p. 132-133).
Product development processes are inherently complex sets of activities that involve a vast number of connections between participants. Engineers, designers, marketers, financial analysts, and manufacturers all have to receive information, process it, and distribute their decisions back into the system. These paths create information loops that are hidden from the participants on a long time scale and generate non-linear feedback. An analysis of the closures product and process development tasks at a major US automaker prompted the creation of new tools to optimize the ordering, identification of coupled blocks, prioritization of interactions, allocation of resources, and modeling of multiple projects. Ultimately, the analysis predicted a reduction in the average completion time of [approx.] 80%, a reduction in standard deviation of [approx.] 95%, and potential savings of -[approx.] $5B. Unfortunately, many of the suggestions from the analysis run headlong into the organization's structural, political, and cultural environment. Structurally, the automaker is a matrix organization split along functions and program lines, constantly attempting to balance between being a strong component designer and a quality assembler. However, the functional divisions create trouble in viewing and communicating across the entire system, whether that system is the vehicle to be designed or the organization itself. Politically, the atmosphere is dominated by a strong functional orientation, authoritative traditions, and a rigid hierarchy. Culturally, the people seem to be jaded and somewhat fatalistic about the company's future.
(cont.) Managing change in this environment requires effort from the top and bottom of the organization, and must draw on those people inside the organization that can provide an outsider's perspective when addressing both the macro and micro challenges that will appear. Success will require using the organization against itself in order to create the initial changes that will ultimately bring about a long-term turnaround.
by Eric Andrew McGill.
S.M.
M.B.A.

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Paul, Anne, and n/a. "Maintaining teacher morale in amalgamating schools : factors which have a positive effect on teacher morale & factors which have a negative effect on teacher morale." University of Canberra. Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20061031.143504.

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This study arose out of an experience with an amalgamation of two high schools in the ACT in the early 1990s. The amalgamation process took two and a half years from the time the decision was made to close one of the schools until the new school was consolidated on one site. The change processes impacted on many areas of teachers' work and this, combined with the emotional aspects of being in a school which was closing, flagged teacher morale as an issue requiring attention. The study involved seeking responses to a questionnaire and interviewing teachers involved in the amalgamation. The interview data was then grouped by issue and the responses from teachers analysed and compared with related research literature. Research indicated that leadership style and effectiveness impacts most heavily on the morale of teachers undergoing major change such as school closure/amalgamation. This was substantiated by this study. The decision, by the principal, to close both schools and create a new school, retaining aspects of the culture of the original schools was clearly favoured over the alternative suggestion, by the ACT Government, of the swift closure method and the absorption of students into an existing school. The outward signs of a new school; name; logo; uniform; the involvement of the community, the degree of shared decision-making, the refurbishment of the buildings, the new curriculum and associated policies and the management of resources were found to contribute positively to teacher morale. A lack of consultation prior to announcing the closure decision, a failure to acknowledge the need of some teachers to grieve for the loss of their school and a lack of activities to mark the final days of the schools involved have been identified as having the greatest negative effect on teacher morale in this study. Maintenance and effective use of the buildings vacated by a closing school has also been raised as an issue affecting the morale of the teachers from that school. This study has implications for future school closures or amalgamations from the points of view of maintaining of the morale of teachers, and also that of students

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Genlott, Emma. "The effects of school closures due to Covid-19 on parental labor supply : evidence from the United States." Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447163.

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The spread of Covid-19 led to social restrictions of various kinds, of which closing schools was one. This paper studies the effect of school closures on parental labor supply. To this end, I use repeated cross-sectional data on households at the monthly level from the US Current Population Survey (CPS), and employ a difference-in-differences methodology where I compare the labor market outcomes for parents to school-aged children that require supervision with parents to slightly older children, before and after March 2020. The results show that there is a significant reduction in the labor supply of parents to younger children as a result of school closures, and that the effects are larger for mothers than for fathers.

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Schmitz, Madelene. "Den stora skoldöden : Om nedläggningar och omorganisation i Stenbrohults, Göteryds och Virestads kommuns skolor åren 1954–1970." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-84507.

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This is a historical study of the political process connected to closures and reorganizations of schools in the rural municipalities Stenbrohult, Göteryd and Virestad in Sweden during the years 1954-1970.The main source material used in the study are protocols from meetings with the city councils and the local education committees. Articles from the newspaper Smålänningen are used as a complement to the protocols. The study shows that all three of the municipalities went through big changes when it comes to education and schools during the period. The number of schools were reduced from 20 in 1954 to 7 in 1970. The main reasons that the schools were reorganized was that old school buildings were in bad condition, the number of students in rural areas were diminishing and small schools with only a few students were too expensive. Urbanization and centralization seem to have been important factors that contributed to the closing of many schools.

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Smith, Kali. "Primary school closures in the Marion corridor : an analysis of the community consultation process and the impact on families and communities /." Title page, table of contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09AR/09ars653.pdf.

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Bathgate, Jeanne M. "School Closure – A Case Study." University of Sydney, 2005. http://hdl.handle.net/2123/1777.

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Doctor of Education
This case study looks at the impact of closing an urban secondary school. It considers the experiences of the students, the staff and the parents. It does not argue with the decision to close the school but concentrates on the experience for those most closely involved. The thesis is guided by the main research question which is: “What is the impact of school closure on the various elements of a school community and is there a way to close a school and minimise this impact?” Supplementary questions seek to describe how the closure was undertaken and what factors can be identified which helped ease the transition for those involved. While seeking to develop theory grounded in the research the findings have also been informed by theory associated with grief, place attachment, emotion in the workplace and change. Unpublished primary documents such as transcripts of group interviews, responses to written questionnaires and minutes of meetings are the basic sources of data for this thesis. The researcher was an active participant in the closure and well known to all respondents. The thesis concludes that although keeping the school open for the final year was of benefit to the morale and adjustment of staff it was probably less beneficial for the students involved. It suggests that with proper counselling support and identification of the closure as a critical incident, a quick closure would help student learning outcomes and prevent teacher de-skilling. It also confirms the importance of a school, or probably any institution, in the emotional life of those associated with it. Note: The students in this study range in age from 13 to 18 years of age in Years 7 through to 12.

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Samson, Ward William. "School closure and consolidation in two small rural communities in Newfoundland." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq25884.pdf.

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Delp, Cynthia Dawn. "Mount Rogers Combined School: The Experiences and Perspectives of Students and Staff When a Community School Closed." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/73217.

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The purpose of the study was to document and examine the experiences and perspectives of students and staff who were affected by the closure of Mount Rogers Combined School in 2010. Mount Rogers Combined School was established in Grayson County, Virginia, by the concerted efforts of volunteers and community members who valued education and considered schooling a top priority for the area. The original four-room school was built of rocks and housed grades 1 through 11, taught by four teachers, one of whom also served as the principal (Grayson County School Board [GCSB], 1993). In 1990, it was the smallest school in the Commonwealth of Virginia (United States Department of Agriculture, 1990). A review of early education in Virginia and early education in Grayson County is documented to place the study in historical context. A brief history of Grayson County is also included in this paper. The qualitative case study documents the experiences and perspectives of the students and staff who went through the school's closure. Both primary and secondary sources were used to complete the study including interviews of students and staff who worked at or attended the school, reviews of official records and documents found in archives, examination of personal manuscripts, inspection of artifacts, and study of general histories. School divisions close and consolidate schools to improve instructional programs for students, offset student enrollment declines, provide adequate facilities for learning, and for economic savings. Communication, developing relationships, transportation, extracurricular activities and course offerings are variables that should be considered when planning a school closure. While transportation and changes in relationships are particular challenges, the overall benefits for former staff members include better access to more resources and professional development opportunities. Former students tend to adapt better than staff members when schools close due to more course offerings and access to a broader range of extracurricular activities. The findings are aligned with the literature that was reviewed for the study.
Ed. D.

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Morton, Robert J. "School closure: Through the eyes of teachers." Diss., Wichita State University, 2009. http://hdl.handle.net/10057/2384.

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This phenomenological study examined eight teachers in Kansas, who experienced school closing within the past three years. The results of this research indicated themes of death and dying, organizational culture, change, and emotion. The research further identified five distinct categories for each of the themes during interviews. The five categories were communication, political, community, transition, and student. Unlike traditional empirical research design, phenomenological research focused on descriptions of experience as an expression of one’s unique meaningful experience rather than a learned response to stimuli (Polkinghorne, 1989). Data were analyzed using the general processes of Moustakas (1994) and van Kaam (1959, 1966). Analysis used an eight step techniques to identify essential characteristics of the experience. Teachers recommended that district leadership staff conduct clear communication with school staff, implement an organized school closure process, and provide support for physical and emotional needs.
Thesis (Ed.D.)--Wichita State University, College of Education, Dept. of Educational Leadership

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Books on the topic "School closures"

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Essex, D. G. The politics of rural school closures in Warwickshire. [s.l.]: typescript, 1990.

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Strathclyde (Scotland). Department of Education. Glasgow Division. [Consultative documents relating to prposed school closures in Glasgow. Glasgow: Strathclyde Regional Council Department of Education, 1988.

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Rogers, Rick. Schools under threat: An ACE handbook on surplus places and school closures. London: Advisory Centre for Education, 1993.

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Hawaii. Department of Health. Report to the twentieth Legislature, State of Hawaii, 1999: Act 189, session laws of Hawaii 1995 requesting the Department of Health to submit annual reports to the Legislature describing the status of the plan to provide developmental disabilities services in the community and to ensure that the transition of Waimano Training School and Hospital residents to the community will be client-centered, taking into consideration the health, safety, and happiness of the residents and the concerns of their families. Honolulu, Hawaii]: Dept. of Health, 1998.

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Savarese, Josepine. A handbook on school closure for boards of education. Regina, Sask: Research Centre, Saskatchewan School Trustees Association, 1991.

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University of Zimbabwe. Advisory Committee on the Closure of the University of Zimbabwe. Final report of the Advisory Committee on the Closure of the University of Zimbabwe. [Harare]: The Committee, 1990.

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Lutz, Frank W. Trends and options in the reorganization or closure of small or rural schools and districts. [Charleston, W. Va.]: ERIC Clearinghouse on Rural Education and Small Schools, 1990.

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Mosen, Linda. A case study of: The closure of a specialist school for the visually impaired and its relocation within a specialist school for "mixed disabilities". Birmingham: University of Birmingham, 1994.

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Gretchen, Van der Veer, ed. The senior year experience: Facilitating integration, reflection, closure, and transition. San Francisco: Jossey-Bass Publishers, 1998.

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Office, General Accounting. District of Columbia: Issues related to the Youngstown Prison report and Lorton closure process : report to the Honorable Thomas M. Davis III Chairman, Subcommittee on the District of Columbia, House Committee on Government Reform, House of Representatives. Washington, D.C: GAO, 2000.

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Book chapters on the topic "School closures"

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Royal, Camika, and Adell Cothorne. "School Closures and Urban Education." In Handbook of Urban Education, 483–93. 2nd ed. Second edition. | New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429331435-36.

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Liu, Jing. "Admission to Public Lower Secondary Schools as Social Closures." In Inequality in Public School Admission in Urban China, 165–70. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8718-9_7.

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Gavigan, Karen, Gail Dickinson, and Shana Pribesh. "ACCESS Issues in School Library Media Centers: Examining Library Schedules, Library Closures, and Poverty." In Educational Media and Technology Yearbook, 187–97. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-1305-9_16.

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Kroismayr, Sigrid. "Small School Closures in Rural Areas—The Beginning or the End of a Downward Spiral? Some Evidence from Austria." In Studies in the Sociology of Population, 275–300. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94869-0_11.

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Woods, Eric Taylor. "Closure of the Indian Residential Schools." In A Cultural Sociology of Anglican Mission and the Indian Residential Schools in Canada, 73–99. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-48671-4_4.

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Surma, Stanisław J. "From Closure-Operatic Deductive Methodology to Non-Standard Alternatives." In The Lvov-Warsaw School and Contemporary Philosophy, 365–77. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-5108-5_31.

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Long, David. "The Harvard School of Liberal International Theory: A Case for Closure." In The Globalization of Liberalism, 36–56. London: Palgrave Macmillan UK, 2002. http://dx.doi.org/10.1057/9780230519381_3.

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Strumińska-Kutra, Marta. "How Framing Transforms Governance: Public Dispute over the Closure of Three Small Schools in a Rural Community." In Democratizing Public Management, 49–65. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74591-6_4.

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Reimers, Fernando M. "In Search of a Twenty-First Century Education Renaissance after a Global Pandemic." In Implementing Deeper Learning and 21st Education Reforms, 1–37. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_1.

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Abstract The COVID-19 Pandemic renewed interest on the question of what goals should be pursued by schools in a world rapidly changing and uncertain. As education leaders developed strategies to continue to educate during the Pandemic, through alternative education arrangements necessitated by the closure of schools, the question of re-prioritizing curriculum became essential. In addition, the anticipated disruptions and impacts that the Pandemic would cause brought the question of what capacities matter to the fore. This chapter reviews the history of mass education and examines the role of the United Nations and other international organizations advocating for schools to educate the whole child and to cultivate the breath of skills essential to advance individual freedoms and social improvement. The chapter makes the case that the aspiration to cultivate a broad range of competencies is not only necessary to meet the growing demands of civic and economic participation, but also critical to close opportunity gaps. The development of a science of implementation of system level reform to educate the whole child is fundamental to close the growing gap between more ambitious aspirations for schools and the learning opportunities that most children experience and that are at the root of their low levels of knowledge and skills as demonstrated in international comparative assessments. Implementation strategies need to take into account the stage of institutional development of the education system, and align the components and sequence of the reform to the existing capacities and structures, while using the reform to help the system advance towards more complex forms of organization that enable it to achieve more ambitious goals. The chapter makes the case for examining the implementation of large scale reforms in countries at varied stages of educational development in order to overcome the limitations of the current knowledge base that relies excessively on the study of a narrow range of countries at similar levels of development, many of them with stagnant or declining performance of their students in international assessments of knowledge and skills. Effective implementation requires also coherence across the various levels of governance of the education system and good communication and collaboration across a wide spectrum of stakeholders. Such communication can be facilitated by a good theory of mind of how others view reform. A reform can be viewed through five alternative frameworks: cultural, psychological, professional, institutional and political, or through a combination of those, and each reform is based on elements reflecting one or several of those frames. Understanding these frames, can help better understand how others view change, thus facilitating communication and the development of a shared theory of change. The chapter concludes describing the methods of this study and introducing the six large scale reforms examined in the book.

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Ramkellawan-Arteaga, Reshma. "Making the Leap." In Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms, 1–17. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0323-2.ch001.

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The concept of assessments has become conflated with standardized summative exams such as state benchmarks. Schools are under significant pressure to exhibit proficiency on said exams. The inability to do so results in dire consequences (e.g., state receivership, school closures, etc.). As a result, school leaders might make the conscious decision to modify curricula and assessment to best reflect the upcoming exam. This practice shifts and dilutes the thinking around effective assessment practices. Teachers come to view assessments as opportunities more so for information recall rather than instances to promote greater metacognition. This document offers insight into how schools can begin to shift their thinking around assessment practices and create a culture that supports assessment as learning.

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Conference papers on the topic "School closures"

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Kassai, Zsuzsanna, and Tibor Farkas. "School closures in rural Hungary." In International Scientific Days 2016 :: The Agri-Food Value Chain: Challenges for Natural Resources Management and Society. Slovak University of Agriculture in Nitra, Slovakia, 2016. http://dx.doi.org/10.15414/isd2016.s7.06.

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Calegaro, Bruno Crestani, and Juliana Kaiser Vizzotto. "Quantum Monad Using Java Closures." In 2013 2nd Workshop-School on Theoretical Computer Science (WEIT). IEEE, 2013. http://dx.doi.org/10.1109/weit.2013.31.

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Mihalech, Patrik. "TERRITORIAL ANALYSIS OF UNEMPLOYMENT WITH REGARD TO SCHOOL CLOSURES DUE COVID-19 PANDEMIC IN SLOVAK REPUBLIC." In 17th International Bata Conference for Ph.D. Students and Young Researchers. Tomas Bata University in Zlín, 2021. http://dx.doi.org/10.7441/dokbat.2021.26.

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Cîrstea, Beatrice-Elena. "Școala în contextul crizei pandemice." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p182-184.

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The school was considered a source of the COVID-19 virus, so measures were taken to keep it closed. This measure was one that had a great impact on several levels because the school defines not only the education but also the psycho-socio-emotional development of children. The closure of schools and kindergartens has had a major impact for each individual who is part of the education system affecting it more or less, in different forms. Schools are not only a place for academic education, but also a place for learning social and emotional skills, a space for interaction and social support. The closure of schools has not only disrupted the children's education process, but also access to social services.

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Carriera, Lucia, Chiara Carla Montà, and Daniela Bianchi. "THE IMPACT OF COVID-19 ON RESIDENTIAL CARE SERVICES FOR CHILDREN: A CALL FOR FAMILY-BASED APPROACH IN ALTERNATIVE CARE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end126.

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Children’s rights and needs are at the center of the United Nations 2030 Agenda for Sustainable Development, where education is viewed as crucial for providing the opportunities for sustainable, peaceful and equitable coexistence in a changing world. Alternative care settings are educational contexts (Tibollo, 2015) that deal with children in vulnerable conditions (UN General Assembly, 2010). For this reason, they can be considered as a sort of “field test” or “magnifying glass” on how the progress in striving to the implementation of the goals is proceeding – no one must be left behind. The 2020 global pandemic provoked an external shock to current socio-economic dimensions of sustainability. Education has been one of the most struck systems – let’s think of the 1,6 billion learners that have been affected by school closures (UNESCO, 2020). With this global framework in mind, the contribution aims at offering a pedagogical reflection on the impact the Covid-19 pandemic is having on children living in residential care centers (RCC). Worldwide, many RCCs, following the ongoing global pandemic, have been closed with the consequent return of children to their families of origin (CRIN, 2020). This process of deinstitutionalization, however, has not been overseen by rigorous monitoring, leading to increased risks of violence for children. This urges authorities to take carefully planned measures with respect to deinstitutionalisation in light of the COVID-19 pandemic (Goldman, et al., 2020). But Covid-19 is not only a health risk for children in RCCs. Because of the complex impact that the pandemic has had on the lives of children, on one side care responses are required, and on the other psycho-social and educational ones are also crucial (SOS Villaggi dei Bambini Onlus Italy; Save The Children, 2020). In Italy, for example, special guidelines have been drawn up to mitigate the spread of the virus within residential structures, that sometimes are overcrowded (Istituto superiore di sanità; SOS Villaggi dei Bambini Onlus Italia, 2020). In addition, tools have been provided to support the mental health of the children and adolescents that are deprived of opportunities for socialization given the closure of schools. In some cases they are isolated within the services themselves to mitigate the risk of the spread, causing a limitation in the possibility of seeing people outside the institution as their parents. Covid-19 underlines the urgency of promoting family-based alternative care for children. In particular, this paper aims to read through a pedagogical lens, the European scenario of residential services for children, to explore the impact of Covid-19 in these services; and to promote a family-based approach in alternative care preventing the risk of institutionalization in children welcomed.

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Brijaková, Annamária. "Information and digital literacy of teachers in Slovakia an their adaptation on homeschooling." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.69.

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The pandemic situation rapidly changed the way of education throughout the whole world. Teachers had to adapt to the virtual environment and started to use new media which many of them did not know before. In Slovakia, for some of them, it was a new opportunity how to transform education into the 21st century, others saw it as a challenge for learning to use innovative methods and technologies but many teachers perceived this period as very de-manding. Differences have emerged not only between individual schools but primarily bet-ween teachers themselves. The aim of our research during the closure of the schools was to map the situation regarding teacher education in information and digital literacy and their readiness to use technologies during a pandemic situation. The research was carried out using a questionnaire method with a total of 1670 participants. It was filled in by primary and secondary school teachers, inc-luding all types of schools (public, private, church and special).

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Frederiksen, Jorgen S. "Renormalized Closure Theory and Subgrid-scale Parameterizations for Two-Dimensional Turbulence." In Selected Lectures from the 15th Canberra International Physics Summer School. WORLD SCIENTIFIC, 2003. http://dx.doi.org/10.1142/9789812791252_0006.

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Wong, Zoie Shui-Yee, David Goldsman, and Kwok-Leung Tsui. "School closure strategies for the 2009 Hong Kong H1N1 influenza pandemic." In 2015 Winter Simulation Conference (WSC). IEEE, 2015. http://dx.doi.org/10.1109/wsc.2015.7408551.

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Valentina Dan, Diana. "Family’s role during online school." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p285-294.

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The closure of schools due to the COVID-19 pandemic made it difficult for families and teachers to support children's remote schooling. From the standpoint of sustainable education, this paper analyzes parents' thoughts on their adaptation to the rapid transition to distant schooling. Parents were concerned about their children's learning and well-being, as well as the management of daily life and the use of information and communication technology. Individual requirements of families should be recognized and provided in a sustainable manner to promote children's learning in shifting settings, including online schooling.

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Lu Li, Fa Zhang, and Hong Cai. "A Simulation-based assessment of school closure strategies during an influenza epidemic." In 2011 2nd IEEE International Conference on Emergency Management and Management Sciences (ICEMMS). IEEE, 2011. http://dx.doi.org/10.1109/icemms.2011.6015624.

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Reports on the topic "School closures"

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Ager, Philipp, Katherine Eriksson, Ezra Karger, Peter Nencka, and Melissa Thomasson. School Closures During the 1918 Flu Pandemic. Cambridge, MA: National Bureau of Economic Research, December 2020. http://dx.doi.org/10.3386/w28246.

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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.

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Fuchs-Schündeln, Nicola, Dirk Krueger, Alexander Ludwig, and Irina Popova. The Long-Term Distributional and Welfare Effects of Covid-19 School Closures. Cambridge, MA: National Bureau of Economic Research, September 2020. http://dx.doi.org/10.3386/w27773.

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Sevilla, Almudena, Adam Salisbury, Angus Phimister, Sonya Krutikova, Christine Farquharson, and Sarah Cattan. Inequalities in responses to school closures over the course of the first COVID-19 lockdown. The IFS, February 2021. http://dx.doi.org/10.1920/wp.ifs.2021.421.

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Kaffenberger, Michelle. Modeling the Long-Run Learning Impact of the COVID-19 Learning Shock: Actions to (More Than) Mitigate Loss. Research on Improving Systems of Education (RISE), June 2020. http://dx.doi.org/10.35489/bsgrise-ri_2020/017.

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The COVID-19 pandemic has forced 1.7 billion children out of school temporarily. While many education systems are attempting varying degrees of remote learning, it is widely accepted that the closures will produce substantial losses in learning (World Bank, 2020; Kuhfeld et al., 2020). However, the real concern is not just that a few months of learning will be lost in the short run, but that these losses will accumulate into large and permanent learning losses as many children fall behind during school closures and never catch up. This note uses a calibrated model with a “pedagogical production function” (Kaffenberger and Pritchett, 2020) to estimate the potential long-term losses to children’s learning from the temporary shock of school closures. The model shows that without mitigation, children could lose more than a year’s worth of learning even from a three-month school closure as the short-term losses continue to compound after children return to school. Turning to mitigation strategies, the note examines the long-term effects of two strategies, finding that with some mitigation efforts education systems could come back from the crisis stronger than before.

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Meyers, Keith, and Melissa Thomasson. Paralyzed by Panic: Measuring the Effect of School Closures during the 1916 Polio Pandemic on Educational Attainment. Cambridge, MA: National Bureau of Economic Research, September 2017. http://dx.doi.org/10.3386/w23890.

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Rojas, Felipe Lozano, Xuan Jiang, Laura Montenovo, Kosali Simon, Bruce Weinberg, and Coady Wing. Is the Cure Worse than the Problem Itself? Immediate Labor Market Effects of COVID-19 Case Rates and School Closures in the U.S. Cambridge, MA: National Bureau of Economic Research, May 2020. http://dx.doi.org/10.3386/w27127.

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Chen, Liming, David Raitzer, Rana Hasan, Rouselle Lavado, and Orlee Velarde. What Works to Control COVID-19? Econometric Analysis of a Cross-Country Panel. Asian Development Bank, December 2020. http://dx.doi.org/10.22617/wps200354-2.

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The paper examines the effects of nonpharmaceutical interventions on transmission of the novel coronavirus disease (COVID-19) as captured by its reproduction rate 𝑅t. Using cross-country panel data, the paper finds that while lockdown measures have strong effects on 𝑅t, gathering bans appear to be more effective than workplace and school closures. Ramping up the testing and tracing of COVID-19 cases is found to be especially effective in controlling the spread of the disease where there is greater coverage of paid sick leave benefits. Workplace and school closures are found to have large negative effects on gross domestic product compared with other measures, suggesting that a more targeted approach can be taken to keep the epidemic controlled at lower cost.

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Aromi, Daniel, María Paula Bonel, Julian P. Cristia, Martín Llada, Juan I. Pereira, Xiomara Pulido, and Julieth Santamaria. Research Insights: How Much Has Human Mobility Been Reduced by Social Distancing Policies in Latin America and the Caribbean? Inter-American Development Bank, February 2021. http://dx.doi.org/10.18235/0003135.

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The lockdowns implemented in Latin America and the Caribbean in March 2020 reduced the share of people who travel more than 1 km (about 0.6 miles) per day by 10 percentage points during the 15 days following its implementation. The effects of the lockdowns declined over time: the effect amounted to 12 percentage points during the first week and to 9 percentage points during the second week of the implementation of the lockdowns. In contrast, school closures reduced mobility by only 5 percentage points, and no effects were found for bar and restaurant closures or the cancellation of public events. The results suggest that lockdowns are a tool that can produce reductions in mobility quickly. This is important given the expectation that reduced mobility slows the spread of COVID-19.

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Baloch, Imdad, Tom Kaye, Saalim Koomar, and Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0026.

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The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen within LMICs due to the challenges of implementing alternative modes of education in remote, rural or marginalised communities. It is expected that the most marginalised children will feel the most substantial negative impacts on their learning outcomes. Educational technology (EdTech) has been identified as a possible solution to address the acute impact of school closures through its potential to provide distance education. In this light, the DFID Pakistan team requested the EdTech Hub develop a topic brief exploring the use of EdTech to support distance learning in Pakistan. Specifically, the team requested the brief explore ways to provide distance education to children in remote rural areas and urban slums. The DFID team also requested that the EdTech Hub explore the different needs of those who have previously been to school in comparison to those who have never enrolled, with reference to EdTech solutions. In order to address these questions, this brief begins with an overview of the Pakistan education landscape. The second section of the brief explores how four modes of alternative education — TV, interactive radio instruction, mobile phones and online learning — can be used to provide alternative education to marginalised groups in Pakistan. Multimodal distance-learning approaches offer the best means of providing education to heterogeneous, hard-to-reach groups. Identifying various tools that can be deployed to meet the needs of specific population segments is an important part of developing a robust distance-learning approach. With this in mind, this section highlights examples of tools that could be used in Pakistan to support a multimodal approach that reaches the most hard-to-reach learners. The third and final section synthesises the article’s findings, presenting recommendations to inform Pakistan’s COVID-19 education response.<br> <br> This topic brief is available on Google Docs.

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