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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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Sofie Steinsund & Jarle Eid. (2023) How did COVID-19 shape the leadership practices of Norwegian school principals? A qualitative follow-up study. Scandinavian Journal of Educational Research 0:0, pages 1-20.
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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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Zaldy C. Collado, Vintchiel R. Rodriguez & Zaldy D. Dueñas$suffix/text()$suffix/text(). (2023) Children’s engagement in self-learning modules (SLMs) amid the pandemic: a predictive analysis on the role of internet access, household food security, and parental involvement to modular classes. Education 3-13 51:1, pages 107-120.
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Rashmi Watson & Upasana G. Singh. (2022) Support mechanisms utilised by educational leaders during COVID-19: experiences from the Western Australian public education school sector. School Leadership & Management 42:5, pages 457-477.
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Bernard Brown & Rita Nikolai. (2022) The contestation of policies for schools during the Covid-19 crisis: a comparison of teacher unions’ positions in Germany and Australia. Compare: A Journal of Comparative and International Education 0:0, pages 1-19.
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Mario Jackson, Lisa Bass, Stella Jackman-Ryan, Kirsten Hoeflaken & Jose A. Picart. (2022) Locating Equity in Principals’ Pandemic Decision-Making Practices. Peabody Journal of Education 97:3, pages 274-290.
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Jose Eos Trinidad. (2021) Teacher satisfaction and burnout during COVID-19: what organizational factors help?. International Journal of Leadership in Education 0:0, pages 1-19.
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Ben Arnold, Mark Rahimi & Phil Riley. (2021) Working through the first year of the pandemic: a snapshot of Australian school leaders’ work roles and responsibilities and health and wellbeing during covid-19. Journal of Educational Administration and History 53:3-4, pages 301-309.
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Articles from other publishers (18)
Mario Jackson. (2024) COVID-19 as a Window for Equity-Oriented School Leadership. Journal of School Administration Research and Development 9:1, pages 39-45.
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Naureen Durrani & Vanessa Ozawa. (2024) Education in Emergencies: Mapping the Global Education Research Landscape in the Context of the COVID-19 Crisis. SAGE Open 14:1.
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Eliza Livingston, Emmaline Houston, Jessica Carradine, Barbara Fallon, Chami Akmeemana, Maryam Nizam & Alex McNab. (2022) Global student perspectives on digital inclusion in education during COVID-19. Global Studies of Childhood 13:4, pages 341-357.
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Esmenia R Javier & Sergel Dacut. (2023) Leadership brand and management effectiveness during the COVID-19 pandemic: Basis for management development plan. International Journal of Research Studies in Management 11:11.
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Jose Eos Trinidad. (2023) An Organizational Sociology of Education: Using Structural, Network, and Ecological Perspectives to Study Schools. Sociological Inquiry.
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Roberto Sanz Ponce, Elena López-Luján & Juan Antonio Giménez-Beut. (2022) Pandemic, poverty and education: A challenge for the sustainable development goals. Policy Futures in Education 21:8, pages 886-899.
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M. S. Ashilova, O. Ya. Kim, A. S. Begalinov & K. K. Begalinova. (2023) The value system of modern youth after the COVID-19 pandemic. The Education and science journal 25:7, pages 172-191.
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Gavin Baxter & Thomas Hainey. (2022) Remote learning in the context of COVID-19: reviewing the effectiveness of synchronous online delivery. Journal of Research in Innovative Teaching & Learning 16:1, pages 67-81.
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Sarah E. McKellar & Ming-Te Wang. (2023) Adolescents' daily sense of school connectedness and academic engagement: Intensive longitudinal mediation study of student differences by remote, hybrid, and in-person learning modality. Learning and Instruction 83, pages 101659.
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Da Yan & Qiongqiong Fan. (2022) Online informal learning community for interpreter training amid COVID-19: A pilot evaluation. PLOS ONE 17:11, pages e0277228.
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Galaxina G. Wright & Christian D. Chan. (2022) Applications of Intersectionality Theory to Enhance Career Development Interventions in Response to COVID-19. Professional School Counseling 26:1b, pages 2156759X2211068.
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Sarah Maestrales, Rachel Marias Dezendorf, Xin Tang, Katariina Salmela‐Aro, Kayla Bartz, Kalle Juuti, Jari Lavonen, Joseph Krajcik & Barbara Schneider. (2021)
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and Finnish high school science engagement during the COVID‐19 pandemic
. International Journal of Psychology 57:1, pages 73-86.
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Lisa M. Dorner, Kelly Harris & Blake Willoughby. (2022) Policy Enactment During a Pandemic: How One School Responded to COVID-19 in Negotiation With a Nonprofit Partner. AERA Open 8, pages 233285842210783.
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Timothy G. Ford, Kyong-Ah Kwon & Jessica D. Tsotsoros. (2021) Early childhood distance learning in the U.S. during the COVID pandemic: Challenges and opportunities. Children and Youth Services Review 131, pages 106297.
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Turgut Karakose, Ramazan Yirci & Stamatios Papadakis. (2021) Exploring the Interrelationship between COVID-19 Phobia, Work–Family Conflict, Family–Work Conflict, and Life Satisfaction among School Administrators for Advancing Sustainable Management. Sustainability 13:15, pages 8654.
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Stefania Manca & Manuela Delfino. (2021) Adapting educational practices in emergency remote education: Continuity and change from a student perspective. British Journal of Educational Technology 52:4, pages 1394-1413.
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Mehboob Ul Hassan & Intzar Hussain Butt. (2021) THE BACK BURNER: EDUCATIONAL EQUITY, RESILIENCE, AND PSYCHOLOGICAL WELL-BEING AS A PREDICTOR ON PROMOTING STUDENTS MENTAL HEALTH. Humanities & Social Sciences Reviews 9:3, pages 808-822.
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Gerby Parra & Emily Tan. (2021) Teachers' Physical Activity: A Necessity for Stability of Schools' Culture During the COVID-19 Pandemic. International Journal for Innovation Education and Research 9:4, pages 183-191.
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