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Children and COVID-19 Research Library

UNICEF Innocenti's curated library of COVID-19 + Children research

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61 - 75 of 96
Social network-based cohorting to reduce the spread of SARS-CoV-2 in secondary schools: a simulation study in classrooms of four European countries

AUTHOR(S)
Anna Karoline Kaiser; David Kretschmer; Lars Leszczensky

Published: July 2021   Journal: The Lancet Regional Health - Europe
Operating schools safely under pandemic conditions is a widespread policy goal. This study analyses the effectiveness of classroom cohorting, i.e., the decomposition of classrooms into smaller isolated units, in inhibiting the spread of SARS-CoV-2 in European secondary schools and compare different cohorting strategies. Using real-world network data on 12,291 adolescents collected in classrooms in England, Germany, the Netherlands, and Sweden in 2010/2011, it applys agent-based simulations to compare the effect of forming cohorts randomly to network-based cohorting. Network-based cohorting attempts to allocate out-of-school contacts to the same cohort to prevent cross-cohort infection more effectively.
Understanding English teachers’ non-volitional use of online teaching during the COVID-19 pandemic: a Chinese study

AUTHOR(S)
Fang Huang; Timothy Teo; Jiayi Guo

Published: July 2021   Journal: System
This study investigated factors influenced Chinese English as a foreign language (EFL) teachers' non-volitional online teaching intentions based on an extended technology acceptance model (TAM). Facilitating conditions, technology complexity, and perceived anxiety were added to the original TAM as extended variables to examine their influence on Chinese EFL teachers' online teaching. Quantitative data were obtained from 158 teachers in Chinese primary and secondary schools and universities. Data were analyzed using structural equation modeling (SEM), and the extended TAM was found to be valid in explaining Chinese EFL teachers' online teaching intentions during quarantine. Teachers' behavioral intentions were significantly associated with their attitudes and perceived usefulness of online teaching.
Student engagement in K12 online education during the pandemic: the case of Turkey

AUTHOR(S)
Gökçe Kurt; Derin Atay; Huriye Arzu Öztürk

Published: June 2021   Journal: Journal of Research on Technology in Education
Student engagement has become a challenge for K-12 students and teachers in online education during the COVID-19 pandemic. This study explored the factors underlying student engagement and the strategies teachers developed to engage students. Thematically analyzed interview data coming from 22 teachers and 20 students of public high schools revealed teachers’ and students’ similar perceptions of the factors affecting student engagement. The four themes identified were instructional and student related factors along with those related to the learning environment and policies. The teacher strategies for the facilitation of student engagement were instructional, managerial, and affective. Teachers also discussed which of these strategies were helpful in fostering student engagement.
Jumping into the virtual environment implications and possibilities for arts education

AUTHOR(S)
Chiho Okuizumi Feindler; Whitney Mayo; Ryan Shaw

Published: June 2021   Journal: Arts Education Policy Review
To start off this special issue on COVID-19 and K-12 arts education, this article places the impact of COVID-19 on public education into context, and drills down to how the pandemic affected the delivery of arts education. The article begins with an overview of the inequities revealed in our public education system by COVID-19. While many of these have been revealed and studied before, the pandemic brought them to the routine attention of the public in a way that earlier advocacy and research efforts have not. The article then addresses how these inequities have influenced the availability and quality of arts education offered during the pandemic, showcasing the continued “second class” status of arts education in public education planning and delivery. Finally, the article ends with some positive outcomes one year into the pandemic for arts education, suggesting possibilities for the future post pandemic, as well as implications and potential warning signs for the next 24 months to come.
Surviving but not thriving: comparing primary, vocational and higher education teachers’ experiences during the COVID-19 lockdown

AUTHOR(S)
Helena Kovacs; Caroline Pulfrey; Emilie‑Charlotte Monnier

Published: June 2021   Journal: Education and Information Technologies
This paper examines the impacts of the global pandemic in 2020 on different levels of education system, particularly looking at the changes in teaching practice. The health emergency caused closure of schools, and online distance education became a temporary solution, creating discomfort for many teachers for whom this was the first time engaged with online education. This research investigated two important dimensions, namely, how technology was used and what the newfound distance meant in terms of the teacher-student relationship. The article offers insights into experiences of teaching from lockdown reported by 41 teachers at primary, vocational and higher education level in the region of Vaud, Switzerland. This comparative qualitative research has provided an opportunity for an in-depth analysis of the main similarities and differences at three distinctly different educational levels and a possibility to learn more about common coping practices in teaching. The study gives a contribution to a lack of comparative studies of teacher experiences at different educational levels.
Examining K-12 teachers’ feelings, experiences, and perspectives regarding online teaching during the early stage of the COVID-19 pandemic

AUTHOR(S)
Yunjo An; Regina Kaplan-Rakowski; Junhe Yang (et al.)

Published: June 2021   Journal: Educational Technology Research and Development
This mixed-methods study explored K-12 teachers’ feelings, experiences, and perspectives regarding online teaching during the COVID-19 pandemic. The study also examined teachers’ perspectives of the “new normal” after COVID-19 and of what should be done to better prepare teachers for future emergencies. Both quantitative and qualitative data were collected from an online survey and follow-up interviews. A total of 107 teachers from 25 different states in the United States completed the online survey, and 13 teachers from 10 different states participated in the follow-up interviews.
The impacts of COVID-19 on early childhood education: capturing the unique challenges associated with remote teaching and learning in K-2
Published: May 2021   Journal: Early Childhood Education Journal
Due to the COVID-19 pandemic, schools across North America closed to in person learning in March 2020. Since then, it has becoming increasingly clear that physical distancing will need to be prolonged in the 2020/2021 school year and possibly resumed in the future. In response, education ministries shifted teaching and learning online. Research is urgently needed to mitigate the effects of COVID-19 on teaching and learning, particularly in the foundational early primary years. This research directly responds to this concern by examining the unique challenges associated with remote teaching and learning in early primary contexts. Given that learning in kindergarten and early primary grades is largely play- and inquiry- based, there is a particular need to investigate the impacts of this move for teachers, parents, and children in K-2. As such, the purpose of this research is twofold: (1) to capture the unique challenges and unanticipated successes associated with remote teaching and learning, and (2) to utilize findings to provide recommendations for remote learning as well as strategies for supporting in-person learning in the COVID-19 era (and post COVID-19 era).
When it matters most: a trauma-informed, outdoor learning programme to support children's wellbeing during COVID-19 and beyond

AUTHOR(S)
Michaela Mulholland; Catriona O'Toole

Published: May 2021   Journal: Irish Educational Studies
This paper presents a unique school-based programme that harnesses the benefits of both trauma-informed practice (TIP) and outdoor environments to support children’s social and emotional wellbeing throughout the pandemic and beyond. In the opening sections of the paper, we discuss the extant literature and conceptual underpinning of TIP and outdoor learning, and highlight why both are needed, particularly in the context of Covid-19. We then chart the design of a six-week outdoor trauma-informed programme, devised to support children’s emotional regulation and overall sense of wellbeing. The programme activities are aligned to the Northern Ireland curriculum, and are tailored to make use of the outdoor spaces available in the first author’s place of work – a primary school in South Belfast.
Parenting and teacher–student relationship as protective factors for Chinese adolescent adjustment during COVID-19

AUTHOR(S)
Yijun Ye; Cixin Wang; Qianyu Zhu (et al.)

Published: May 2021   Journal: School Psychology Review
COVID-19 negatively impacts students’ learning as well as physical and mental health. This study examined the effects of perceived online learning difficulties and cyberbullying on academic engagement and mental health, and if parenting styles and student–teacher relationship moderated these relations among 733 middle school students (54.3% boys) and their parents (Mage = 44.76 years, SD = 4.13 years, 28.1% fathers and 71.9% mothers) from Beijing, China.
Impact of the COVID-19 crisis on learning, teaching and facilitation of practical activities in science upon reopening of Irish schools

AUTHOR(S)
Ruth Chadwick; Eilish McLoughlin

Published: May 2021   Journal: Irish Educational Studies
In September 2020, Irish schools reopened following their emergency closure due to the COVID-19 crisis. Measures were put in place to minimise the risk of transmission of the virus within schools and communities. However, these measures were likely to impact on teachers’ capacity to facilitate learning in science, particularly the practical and investigative aspects of the Irish curriculum. This research explores the impact of the measures in place to limit virus transmission on teaching and learning in science, particularly on practical activities. The period of focus is the three months (September to November 2020) following the school closures. The research aims to highlight the implications of the COVID-19 crisis on science teaching and learning in Irish schools. The research will also provide recommendations to lessen the impact on primary and second-level science education to improve student learning and engagement in science.
COVID 19 response: an analysis of teachers’ perception on pedagogical successes and challenges of digital teaching practice during new normal

AUTHOR(S)
Arnab Kundu; Tripti Bej

Published: April 2021   Journal: Education and Information Technologies
The purpose of this exploratory study undertaken between June and August 2020 was to capture teachers’ perspectives to explore (a) what kind of pedagogies they have successfully implemented in the face of a pandemic; (b) what hurdles and successes did they encounter while implementing virtual teaching-learning; and (c) how virtual pedagogies can be improved. Data was collected using purposive sampling via 47 social media groups and pages, using internet survey as an instrument from 141 teachers, teaching kindergarten and elementary students, from different regions (continents) of the world.
Distance education in COVID-19 pandemic: an evaluation of parent’s, child’s and teacher’s competences

AUTHOR(S)
Tuğba Öçal; Medera Halmatov; Samet Ata

Published: April 2021   Journal: Education and Information Technologies
COVID-19 has caused profound changes in various dimensions of people’s lives. Education system is one of the areas affected most; and there have been profound changes mainly with regard to teachers, students and parents. The main purpose of this research is to analyse the effects of COVID-19 pandemic on ICT competences and experiences of classroom teachers and parents in various dimensions. Scales were developed to collect data for the research. The reliability of the scale was examined by calculating Cronbach Alpha coefficients; which were .690 and .793 for the Distance Education and Pandemic Scale; respectively. In the second study a total of 1345 people participated in the study, including 841 classroom teachers and 504 parents whose children attending primary schools. The findings of the second study revealed significant differences between teachers and parents. Based on the findings of the current study, following suggestions could be given; both parents and teachers should be informed and educated about ICT usage. Teachers should use digital applications like Web 2.0 tools which will direct them through interactive way of teaching.
Distance education during the COVID-19 pandemic in Turkey: identifying the needs of early childhood educators

AUTHOR(S)
Ümran Alan

Published: April 2021   Journal: Early Childhood Education Journal
This study aims to identify the needs of early childhood educators regarding distance education during the COVID-19 pandemic. This basic qualitative research was carried out with a study group of 24 early childhood educators, all of whom were determined via a maximum variation sampling method. The study data were gathered via interviews conducted with the participants and analyzed through an inductive approach. The study findings showed that early childhood educators need to improve their technological competencies, have more interactive resources at their disposal, be able to take advantage of a user-friendly educational platform specifically designed for the early childhood period, be provided with the resources to serve families, and have support for their psychological well-being. Considering the essential role of teachers, which the COVID-19 pandemic has called to mind, it is of vital importance to meet the abovementioned needs so as to improve the quality of distance education in early childhood.
Why flipping the classroom is not enough: digital curriculum making after the pandemic

AUTHOR(S)
Susanne Backes; Isabell Baumann; Dominic Harion (et al.)

Published: April 2021   Journal: Prospects
To slow down the proliferation of Covid-19, governments virtually shut down public life, temporarily closed schools, and forced teaching to be done exclusively on a remote basis. These measures ofer an opportunity to reexamine conventional teaching and learning arrangements, test new digital and analogue concepts, and provide essential inspiration for curriculum making in the twenty-frst century. This article addresses the historical development of schooling in the classroom as diferentiated from “homeschooling”. On one hand, the question of how school closures and digitally supported teaching settings may afect an increase in educational inequalities is investigated using an international comparison. On the other hand, the pedagogical and didactical implications of distance learning and a digital teaching culture, which constitute the foundation for digital curriculum making, are examined.
The new identity of Indonesian Islamic boarding schools in the “new normal”: the education leadership response to COVID-19

AUTHOR(S)
Yusuf Hanafi; Ahmad Taufiq; Muhammad Saefi (et al.)

Published: March 2021   Journal: Heliyon
The purpose of this study was to investigate the leadership practices of Indonesian Islamic boarding school (pesantren) leaders, school principals, and teachers in responding to the health crisis caused by the COVID-19 pandemic, to ensure the continuation of boarding school education in the “new normal” period. Generated using a moderated focus group discussion with principals and teachers, the findings suggest that principals' and teachers' leadership practices are acceptable in the policy, social support, and financial dimensions but still lack structural and teaching aspects about conducting blended learning.
61 - 75 of 96

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

UNICEF Innocenti is mobilizing a rapid research response in line with UNICEF’s global response to the COVID-19 crisis. The initiatives we’ve begun will provide the broad range of evidence needed to inform our work to scale up rapid assessment, develop urgent mitigating strategies in programming and advocacy, and preparation of interventions to respond to the medium and longer-term consequences of the COVID-19 crisis. The research projects cover a rapid review of evidence, education analysis, and social and economic policies.