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AUTHOR(S) Michal Nissim; Orly Ido; Yasser Sanduka (et al.)
AUTHOR(S) Kathleen Doll; Gerard Calnin; Moira Ragan (et al.)
AUTHOR(S) Jen Chun Wang; Chia-Yen Hsieh; Shih-Hao Kung
AUTHOR(S) Isak Kim; Deanna Burgess; Seria Shia Chatters
As COVID-19 has let many students into remote learning environments and exacerbated inequality among marginalized individuals, there is a growing concern about Bias-Based Bullying (BBB) in online spaces among school-aged youths. Learning modality and perceived school fairness may affect youth's likelihood of reporting BBB. Data were collected as part of “No Place For Hate” (NPFH) project, which was conducted by an equity office of a school district. A sample of middle and high school students (N = 1117) in the school district was used as an analytic sample. We conducted a series of independent samples t tests and calculated a hierarchical stepwise multivariate regression model to examine the proposition
AUTHOR(S) Maryanne L. Campbell; Derek G. Shendell
The New Jersey Safe Schools Program (NJSS) offers an online professional development certification course, titled “Designing and Implementing Student Training Plans,” for NJ high school (HS) teachers developing secondary school student work-based learning (WBL) programs. WBL provides students opportunities to engage in career-related field tasks, aligned to curricular instruction. In January-July 2021, during 7 cohorts of trainings, questions in the training's assignment gauged teacher and student concerns regarding worksite placements during the COVID-19 pandemic, learning delivery format preferences, and alternative activities for WBL credit.
AUTHOR(S) Victoria Minson; Karen McLean
AUTHOR(S) Novia Handayani; Aditya Kusumawati; Syamsulhuda B. Musthofa (et al.)
AUTHOR(S) Annalisa Soncini; Francesca Floris; Maria Cristina Matteucci
AUTHOR(S) Charlotte V. Farewell; Jennie Quinlan; Jini Puma (et al.)
AUTHOR(S) Burcu Izci; Rachel Louise Geesa; Shiyi Chen (et al.)
AUTHOR(S) Natalie Förster; Boris Forthmann; Mitja D. Back (et al.)
AUTHOR(S) Mikaela Jasmin F. Dacillo; Jhoana Katrina M. Dizon; Earl Johann T. Ong (et al.)
The ubiquity of online classes during the COVID-19 pandemic induced the widespread use of videoconferencing applications. However, the prolonged use of these applications can lead to videoconferencing fatigue. Drawing from an online survey sample of 215 senior high school students from a selected private university in Manila, Philippines, this mixed methods study examines videoconferencing fatigue and its relationship with online student engagement (OSE) during the COVID-19 pandemic. This study utilized a convergent triangulation research design. The quantitative strand was cross-sectional in nature. The constructs were measured using the Zoom Exhaustion and Fatigue Scale and Online Student Engagement Scale. Bivariate and multivariate statistical tests were used to determine the significance of the relationships between variables. The qualitative strand utilized a descriptive design. Narrative data were collected through an open-ended survey question and analyzed using content analysis.
AUTHOR(S) Riaz Ahmed; Waseem Barkat; Adeel Ahmed (et al.)
AUTHOR(S) Alelgne Feleke; Mesfin Gebrehiwot; Helmut Kloos (et al.)
As the COVID-19 pandemic continues to ravage the world, the most pretentious sector besides the economy is the education system. Ethiopia is not equipped with the infrastructure and facilities to provide online classes for students at all levels. Hence, all institutions were re-opened with mandatory infection prevention and control (IPC) protocols such as the use of face masks, physical distancing, shifts in classes, and routine hand washing practices with soap and water to restrict the spread of the virus. Nevertheless, there has been no monitoring and follow- up and there is no data on IPC compliance among school children in the country. The purpose of this study was to examine the COVID-19 preventive practices and their associated factors among high and preparatory school students in Dessie City, Ethiopia. A cross-sectional study was carried out by using a pre-tested face-to-face applied structured questionnaire and direct observations from March 8 to March 20, 2021, in five high and preparatory schools in Dessie City. The sample size was proportionally allocated in each school based on the students' total number registered in the first academic semester, then stratified by grade level, and proportionally allocated to each grade and section. Finally, a simple random sampling method was used to select study participants. Variables with p-values < 0.25 in the bivariate logistic regression analysis were entered into the multivariate logistic regression model.
COVID-19 has resulted in some educators and allied health practitioners transitioning to online delivery of literacy instruction. As far as we are aware, no studies have investigated online delivery of comprehensive literacy instruction for children with Down syndrome. This pilot study explores the efficacy of online delivery of ABRACADABRA (a free literacy web application) for children with Down syndrome, alongside supplementary parent-led shared book reading, during the COVID-19 pandemic.
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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