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Citations (39)
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Ane Qvortrup & Rune Hejli Lomholt. (2024) Pupil-initiated or teacher-guided? Learnings from pupil-centred approaches during COVID-19. Education 3-13 52:1, pages 78-91.
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Michelle Cannon, John Potter, Yinka Olusoga & Kate Cowan. (2024) Lessons from the Play Observatory: re-imagining learning through film-making and transludic practices in children’s pandemic play. Education 3-13 52:1, pages 61-77.
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Jo-Anne Baird, Louise Hayward, Michelle Meadows & Zhanxin Hao. (2023) Assessment and learning loss in England: never let a good crisis go to waste. International Journal of Inclusive Education 0:0, pages 1-16.
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Denise Buchanan, Eleanore Hargreaves & Laura Quick. (2023) Schools closed during the pandemic: revelations about the well-being of ‘lower-attaining’ primary-school children. Education 3-13 51:7, pages 1077-1090.
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Alice Bradbury, Annette Braun, Sam Duncan, Sinéad Harmey, Rachael Levy & Gemma Moss. (2023) Crisis policy enactment: primary school leaders’ responses to the Covid-19 pandemic in England. Journal of Education Policy 38:5, pages 761-781.
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Marcin Gierczyk & Garry Hornby. (2023) Summer learning loss: review of research and implications for remediation of post-pandemic learning loss. Preventing School Failure: Alternative Education for Children and Youth 67:3, pages 132-140.
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Annemarie L. Horn, Selena J. Layden, Tim Morse & Amany Habib. (2023) Establishing a context for the examination of learning loss by special populations. Preventing School Failure: Alternative Education for Children and Youth 67:3, pages 127-131.
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Emma Maynard, Amy Warhurst & Nikki Fairchild. (2023) Covid-19 and the lost hidden curriculum: locating an evolving narrative ecology of Schools-in-Covid. Pastoral Care in Education 41:3, pages 325-345.
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Melissa Newberry & Elizabeth Hinchcliff. (2023) Changed for the better: positive teacher experiences with COVID-19 driven changes. Teachers and Teaching 29:3, pages 329-343.
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Gavin Murphy & Dympna Devine. (2023) Sensemaking in and for times of crisis and change: Irish primary school principals and the Covid-19 pandemic. School Leadership & Management 43:2, pages 125-144.
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Francis Green, Golo Henseke & Ingrid Schoon. (2022) Perceived effects of the Covid-19 pandemic on educational progress and the learning of job skills: new evidence on young adults in the United Kingdom. Journal of Education and Work 35:5, pages 485-501.
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Sue Rogers. (2022) Play in the time of pandemic: children’s agency and lost learning. Education 3-13 50:4, pages 494-505.
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Danilo Kuzmanic, Francisco Meneses, Juan Pablo Valenzuela, Patricio Rodríguez & Susana Claro. Inequalities in learning loss during the COVID-19 pandemic in Chile: the significance of school effectiveness. School Effectiveness and School Improvement 0:0, pages 1-21.
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Lisa E. Kim, Abigail Bowling & Kathryn Asbury. ‘I had forgotten what it was like to feel like you’re doing a good job’: a longitudinal thematic analysis of teachers’ experiences during the COVID-19 pandemic. Cambridge Journal of Education 0:0, pages 1-22.
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Rosanna Wilson, Edward Sellman & Stephen Joseph. Wellbeing and the importance of going “out of the realm of the classroom”: secondary school teachers’ perspectives. Educational Review 0:0, pages 1-21.
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Jessie S. Barrot, Ma. Rita R. Aranda & Maribel V. Belleza. Academic managers’ roles and challenges in migrating to interim online teaching: a higher education context. Educational Review 0:0, pages 1-19.
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Articles from other publishers (23)
Ittipaat Suwathanpornkul, Orn-uma Charoensuk, Panida Sakuntanak, Manaathar Tulmethakaan & Chawapon Sarnkhaowkhom. (2024) A Causal Model of Learning Loss in the Midst of COVID-19 Pandemic Among Thai Lower Secondary School Students. European Journal of Educational Research volume-13-2024:volume-13-issue-3-july-2024, pages 1155-1170.
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Laura Oxley, Kathryn Asbury & Lisa E. Kim. (2023) The impact of student conduct problems on teacher wellbeing following the onset of the Covid‐19 pandemic: An Interpretative Phenomenological Analysis. British Educational Research Journal 50:1, pages 200-217.
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Sandra Lina Rodegher, Lindsey C. McGowen, Micaha Dean Hughes, Sarah E. Schaible, Ayse J. Muniz & Sarah Chobot Hokanson. (2024) University–Museum Partnerships for K-12 Engineering Learning: Understanding the Utility of a Community Co-Created Informal Education Program in a Time of Social Disruption. Education Sciences 14:2, pages 146.
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Adriana Lorena Cantón Balcázar. (2024) The state of citizen abilities in university students of Chile, Colombia, and Mexico. Región Científica.
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Ewa Kulawska. (2023) Osiągnięcia szkolne i kondycja psychiczna uczniów w warunkach zdalnej edukacji wczesnoszkolnej. Forum Pedagogiczne 13:2, pages 175-191.
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Francesca Storai, Paola Nencioni & Roberto Trolli. (2023) Continuità e fratture. Identità, emergenza e visione di sviluppo nelle comunità educantiContinuities and fractures. Identity, emergence, and vision of development in educational communities. IUL Research IUL Research 4:8, pages 70-87.
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Onny Fitriana Sitorus, Trisni Handayani & Sri Astuti. (2023) Implementation of Digital-Based Approaches in Early Childhood Education Supervision Amidst the COVID-19 Pandemic. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 7:5, pages 6085-6100.
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Filipa Nunes, Catarina P. Mota, Tiago Ferreira, Ingrid Schoon & Paula M. Matos. (2023) Stability and Change in Adolescents’ Sense of Agency: Contributions of Sex, Multiple Risk, Pandemic Stress, and Attachment to Parents. Journal of Youth and Adolescence 52:7, pages 1374-1389.
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Geetika Kapoor, Athanasios Vostanis, Suzy Mejía-Buenaño & Peter E. Langdon. (2023) Using Precision Teaching to Improve Typically Developing Student’s Mathematical Skills Via Teleconferencing. Journal of Behavioral Education.
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Kate Pahl, Fiona Scott, Melanie Hall & Natalia Kucirkova. (2023) Lockdown literacies. Journal of Early Childhood Literacy 23:1, pages 3-7.
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Christy Wessel‐Powell, Beth A Buchholz, Jason DeHart, Elizabeth M Frye, Devery Ward, Sarah Vander Zanden & Elizabeth Campbell. (2022) @Home collective(ly): Opening doors and doing books with literacy-cast. Journal of Early Childhood Literacy 23:1, pages 102-140.
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Gustaf B. Skar, Steve Graham & Alan Huebner. (2023) The Long-Term Effects of the COVID-19 Pandemic on Children’s Writing: a Follow-up Replication Study. Educational Psychology Review 35:1.
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Paraskevi Chatzipanagiotou & Eirene Katsarou. (2023) Crisis Management, School Leadership in Disruptive Times and the Recovery of Schools in the Post COVID-19 Era: A Systematic Literature Review. Education Sciences 13:2, pages 118.
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Steward Mudenda, Victor Daka, Webrod Mufwambi, Scott Kaba Matafwali, Billy Chabalenge, Phumzile Skosana, Ruth Lindizyani Mfune, Maisa Kasanga, Osaretin Christabel Okonji, Godfrey Mayoka, Martin Kampamba, Christabel Nang’andu Hikaambo, Moses Mukosha, Manal Hadi Ghaffoori Kanaan, Lindi Angeline Zikalala-Mabope, George Sinkamba, Roland Nnaemeka Okoro, Martha Chulu, Brian Godman & Joseph Fadare. (2023) Student’s perspectives, satisfaction and experiences with online and classroom learning during the COVID-19 pandemic: Findings and implications on blended learning. SAGE Open Medicine 11.
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Duarte L. Sousa, Vanessa Cesário & Pedro F. Campos. 2023. ArtsIT, Interactivity and Game Creation. ArtsIT, Interactivity and Game Creation
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Graham Moore, Rebecca Anthony, Lianna Angel, Jemma Hawkins, Kelly Morgan, Lauren Copeland, Simon Murphy, Jordan Van Godwin & Yulia Shenderovich. (2022) Mental health and life satisfaction among 10–11-year-olds in Wales, before and one year after onset of the COVID-19 pandemic. BMC Public Health 22:1.
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Steward Mudenda, Nelly Ngalande, Moses Mukosha, Christabel Nang'andu Hikaambo, Victor Daka, Scott Kaba Matafwali, Michelo Banda, Ruth Lindizyani Mfune, Godfrey Mayoka & Bwalya Angel Witika. (2022) Knowledge and practices toward COVID-19 among healthcare students: A cross-sectional study at the University of Zambia. Frontiers in Public Health 10.
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Kevin W. Walker. (2022) A silver lining for pandemic-weary libraries: How blended and flipped instructional programs have improved upon pre-pandemic norms. The Journal of Academic Librarianship 48:6, pages 102595.
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Abigail Hackett. (2022) Unruly edges: Toddler literacies of the Capitalocene. Global Studies of Childhood 12:3, pages 263-276.
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Jillian Kinzie & James Cole. (2022) Education disrupted: Students beginning college during the COVID‐19 pandemic. New Directions for Higher Education 2022:199, pages 27-40.
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Selma ÖZGÜRDEN & Muhammet Recep OKUR. (2022) Examination of learning losses at the K12 level in emergency distance education applications in the pandemic period. Açıköğretim Uygulamaları ve Araştırmaları Dergisi.
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Lidon Moliner & Francisco Alegre. (2022) COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain. Education Sciences 12:2, pages 105.
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Francesca Borgonovi & Alessandro Ferrara. (2022) The Effects of COVID-19 on Inequalities in Educational Achievement in Italy. SSRN Electronic Journal.
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