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AUTHOR(S) Chuchu Zheng; Yongping Yu; Yi Hou
AUTHOR(S) Yao Yu; Tingting Wu; Jing Gao (et al.)
AUTHOR(S) Xiumin Hong; Qianqian Liu
AUTHOR(S) Grace L. Francis; Alexandra R. Raines; Alexandra S. Reed (et al.)
Teachers are the most important actors in improving students’ learning outcomes and thus in addressing a learning crisis in the region. Moreover, the unprecedented and extensive school closures caused by the COVID-19 pandemic have affected about 43 million teachers in school education in the Asia-Pacific region. These teachers were at risk of losing their jobs due to budget cuts, they had to address the new challenge of teaching remotely, as well as worrying about their own and their families’ health and well-being. Throughout the school closures, teachers continued to teach under extremely fluid and trying conditions: increased workloads, having to use new and unfamiliar technologies without adequate training, experiencing a lack of materials for online instruction, high levels of physical and mental stress, and insufficient support.
AUTHOR(S) Suadi Suadi; Rahmi Seri Hanida; Parulian Siregar
AUTHOR(S) Bon Eric Arceo Besonia; Lyka Francisco Magnate
AUTHOR(S) Eleonora Mihaela Popa
AUTHOR(S) Xuemei Bai; Xiaoqing Gu
Self-regulated learning (SRL) ability is the key determinant of the success of full-time online learning. Thus, exploring the influencing factors of SRL and their influencing mechanisms is necessary to improve this ability among K-12 students. The purpose of this study was to investigate the influence mechanism of teacher autonomy support on students' online SRL by examining the structural relationship among teacher autonomy support, parental autonomy support, students' self-efficacy, and students' online SRL.
AUTHOR(S) Natalie Spadafora; Caroline Reid-Westoby; Molly Pottruff (et al.)
AUTHOR(S) Baohua Zhen; Benxian Yao; Xiao Zhou
AUTHOR(S) Naseema Shaik
AUTHOR(S) Emily Berger; Gloria Quinones; Melissa Barnes (et al.)
AUTHOR(S) Moses Ogenyi
This insight note explores how COVID-19 and related school closures impacted Nigerian schools, parents, and students. National data collected by the National Bureau of Statistics in 2020 through a monthly phone survey show that children had extremely limited contact with the education system during this time, and that families preferred low-cost alternatives such as in-home tutoring and increased parental involvement in education to e-learning tools. Additional data collected by the RISE Nigeria Team in a survey of 73 low-cost private schools in Abuja suggest that some schools did maintain contact with students during mandated school closures, that students experienced absolute learning losses equivalent to about 5-6 months of school missed in other contexts (Cooper et al, 1996), despite participation in alternative learning activities, and that the pandemic led to severe financial hardships for schools and teachers.
AUTHOR(S) Sabeerah Abdul-Majied; Zoyah Kinkead-Clark; Sheron C. Burns
UNICEF Innocenti's Children and COVID-19 Library is a database collecting research from around the world on COVID-19 and its impacts on children and adolescents.
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COVID-19 & Children: Rapid Research Response