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Children and COVID-19 Research Library

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

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646 - 660 of 1096
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.
Toward quality online physical education: research questions and future directions

AUTHOR(S)
David N. Daum; Tyler Goad; Brian Mosier (et al.)

Published: June 2021   Journal: International Journal of Kinesiology in Higher Education
Before the COVID-19 pandemic, online education had grown steadily over the past decade as more K-12 schools and districts expanded their educational options. This included the use of virtual school days, hybrid learning, and fully online courses. Enrollments in K-12 Online Physical Education (OLPE) had also increased steadily over the past decade, representing almost ten percent of total online course completions (Distance Learning Collaborative (DLC), (2019). The purpose of this article is to present a coherent agenda for future research related to K-12 OLPE using current research as a foundation. The Society of Health and Physical Education (SHAPE) America’s Essential Components of Physical Education served as the framework for this article. Overall, limited research has been conducted regarding the policies and decisions that drive the development and implementation of OLPE. Current research does, however, provide some clarity related to OLPE curriculum, instructional practices, and student assessment. K-12 OLPE is not an abstract idea that might come about in the future. It is part of the here and now, especially considering the shift toward distance learning due to the COVID-19 pandemic. Scholars must cultivate a coherent research agenda and move beyond the current exploratory studies to answer some of the most poignant questions surrounding OLPE.
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.
Adolescents emotional state and behavioral and dietary habit changes during isolation due to the COVID-19 pandemic

AUTHOR(S)
Denise Tavares Giannini; Cristiane Murad Tavares; Marcia Takey (et al.)

Published: June 2021   Journal: Journal of the American College of Nutrition

The coronavirus disease 2019 (COVID-19) was recognized as a pandemic by the World Health Organization on March 11, 2020. As an infectious disease with no specific treatment, several measures have been established to minimize the outbreak of this disease, including social isolation. To evaluate the behavior of adolescents during the isolation period. This is a cross-sectional descriptive study conducted at the Adolescent Health Studies Center. Data were obtained from a questionnaire prepared on Google Forms, sent by a multiplatform instant messaging application, and analyzed using the Stata 14 software.

 

Behavioral affect in children with autism spectrum disorder during school closures due to the COVID-19 pandemic in Japan: a case-controlled study

AUTHOR(S)
Rie Hosokawa; Kentaro Kawabe; Kiwamu Nakachi (et al.)

Published: June 2021   Journal: Developmental Neuropsychology
Children with autism spectrum disorder (ASD) could experience more stress due to the changes consequent to school closures because of the coronavirus disease 2019 (COVID-19) pandemic. This study investigated differences in behavioral affect between children with ASD and typically developing children (TD). An online survey with mothers was conducted. The data of 84 children with ASD and 361 TD children aged 6 to 18 years were analyzed. Children with ASD were more frustrated due to the changes in their schedule and engaged more in restricted and repetitive behavior. Children with ASD had different types of behavioral affect compared to TD.
Home schooling through online teaching in the era of COVID-19: Exploring the role of home-related factors that deepen educational inequalities across European societies

AUTHOR(S)
Kostas Dimopoulos; Christos Koutsampelas; Anna Tsatsaroni

Published: June 2021   Journal: European Educational Research Journal
The COVID-19 pandemic has forced governments worldwide to produce solutions to the abruptly interrupted work in education. School systems appear to have responded rapidly, creating home schooling and online educational environments, where teachers and students would interact with safety. In this paper, we attempt a synthesis of Sen’s capability approach, Bourdieu’s theory of capital and Bernstein’s framework in order to theorize the relationships between home and school conditions and practices, and to analyse the data of the 2nd Survey of Schools: ICT in Education (a survey conducted in 2019 on behalf of the European Commission collecting data regarding digitalization in education and digital technologies in learning in the European Union). The survey is complemented by a second set of indicators provided by Eurostat to further investigate the availability and functionality of household space per family in selected European countries.
Governing education in times of crisis: State interventions and school accountabilities during the COVID-19 pandemic

AUTHOR(S)
Alison L. Milner; Paola Mattei; Christian Ydesen

Published: June 2021   Journal: European Educational Research Journal
Strategic government interventions in public education have shifted and blurred the boundaries between state, market and civil society modes of governance. Within this matrix of interdependent relations, schools operate under increasingly hybrid accountability arrangements in which public accountability can both complement and compete with market and social regimes and their associated institutional logics, goals, values and mechanisms. During the first wave of the COVID-19 pandemic, however, national governments implemented a wide range of emergency measures which had consequences for the mixes and layers of school accountabilities. This article examines the principal policy changes in Denmark, England and Italy. Drawing on state theories and the concept of ‘hybrid accountability’, semi-structured interviews with national and local policymakers and school practitioners were analysed thematically. While cultural nuances exist between the cases, our findings reveal that state interventions reinforce a public–professional accountability hybrid and hierarchies of control and command within and outside networks. Concomitantly, state non-interventions and the distinct underlying institutional logics associated with national large-scale assessments suggest policy inertia with implications for professional accountability and institutionalised change
Trauma-informed care in schools: a necessity in the time of COVID-19

AUTHOR(S)
Shanon S. Taylor

Published: June 2021   Journal: Beyond Behavior
With students having experienced dramatic changes to their lives and perhaps personally experiencing serious illness and death within their immediate or extended families due to the COVID-19 pandemic, schools may have to examine how to broadly implement the use of trauma-informed care in schools. This article examines why experiences related to the pandemic are considered traumas and what supportive practices have been identified in the research that educators can use to help students.
Continuing to teach in a time of crisis: The Chinese rural educational system’s response and student satisfaction and social and cognitive presence

AUTHOR(S)
Jing Wang; Yuqin Yang; Hongli Li (et al.)

Published: June 2021   Journal: BJET British Journal of Educational Technology
This research consisted of two studies to investigate how the Chinese rural educational system supported students' online learning and to determine the factors that influenced students' online learning quality (satisfaction and cognitive and social presence) during the COVID-19 pandemic. Study 1, based on interviews with three curriculum officers, seven principals and 30 course teachers, found that great efforts were made to realize digital equity and education for all students. The necessity of providing resources and support to teachers and students (facilitating conditions) was recognized, along with the importance of teachers' online course design and organization and the facilitation of discourse (teaching presence and social presence). Based on the findings of Study 1 and the literature review, a conceptual model of facilitating conditions and teaching presence reported to influence students' online learning quality was generated. In Study 2, 1,409 students from three rural primary schools were surveyed to test the conceptual model.
Rebranding school health: the power of education for health literacy

AUTHOR(S)
Sandra D. Vamos; Robert J. McDermott

Published: June 2021   Journal: Journal of School Health

The relationship between health and learning generally goes without question in developed countries, and has a philosophic, economic, and statutory basis. Historically, school health and school health education have evolved in response to addressing the public health needs of the times. Health literacy skills are more important now than ever. Living in an ongoing COVID-19 global pandemic reminds us of the vital role of being in control of our health, wherein health literacy plays a “life or death” role in our daily lives. Considering the evolution of school health education, this study examines the significance of health literacy in our society and schools in contemporary times.

Junior high school students’ readiness to participate in e-learning and online EFL classes during the COVID-19 pandemic

AUTHOR(S)
Tono Iskhaki Andre Muhammad Mabrur; Lutfiana Suwartono

Published: June 2021   Journal: International Social Science Journal
More and more educational institutions have to replace face-to-face classes with online learning classes or e-learning due to the spread of coronavirus (COVID-19). To create efficient online learning experiences, students’ readiness and willingness to join e-learning activities must be considered. A few aspects to consider are how accessible online learning technology is to the participants, their proficiency in using e-learning devices, and their motivation in joining online learning, especially online EFL classes. Therefore, this study attempted to understand those aspects of online learning by gathering survey feedback from a group of students. The survey participants were seventh-grade students of Muhammadiyah 2 Junior High School of Purwokerto, Indonesia. Data were collected using a five-point Likert scale questionnaire. The results of the survey would be analysed to find out frequencies, means, and standard deviations.
The effect of home education on myopia progression in children during the COVID-19 pandemic

AUTHOR(S)
Fatih Aslan; Nedime Sahinoglu-Keskek

Published: June 2021   Journal: Eye
A total of 115 children aged 8–17 years with a diagnosis of myopia who had been followed-up for at least three years, were included in this study with a retrospective and single-centre design. The subjects’ age, the history of myopia in the family, the time spent in front of a screen, the digital devices used during home education (computer, tablet, smartphone, television), the time spent in open air (hours/day), the refractive error (RE) (spherical equivalent value) detected before the home education period and the changes in the myopia over the years, were recorded.
Stress levels in high-school students after a semester of home-schooling

AUTHOR(S)
Christoph Pieh; Rachel Dale; Paul L. Plener (et al.)

Published: June 2021   Journal: European Child & Adolescent Psychiatry
There has been an increase in stress in adolescents since the beginning of the COVID-19 pandemic. Social distancing and home-schooling are just two of many stress factors for this age group. The aim of this study was to assess stress in high-school students after a semester of home-schooling. A cross-sectional online survey (February 3rd to 28th 2021) was performed, measuring stress with the Perceived Stress Scale (PSS-10) in Austria.
School feeding and food and nutrition security in the context of the Covid-19 pandemic in the northern region of the State of Rio de Janeiro, Brazil

AUTHOR(S)
Ana Eliza Port Lourenço; Naiara Sperandio; Priscila Vieira Pontes (et al.)

Published: June 2021   Journal: Food Ethics
Due to the pandemic and the suspension of in-person school classes, there was an interruption in the meals served to approximately 40 million students who benefited from the Brazilian National School Feeding Program (PNAE). This article describes two case studies, comparing the strategies adopted by two municipalities for maintaining school feeding during the Covid-19 pandemic in the northern region of the state of Rio de Janeiro, Brazil, and discuss possible impacts of these strategies on food and nutrition security. These municipalities together cover about 81% of the population in the region.
Maintaining professional standards in early childhood teacher preparation: evaluating adaptations to fieldwork-based experiences during COVID-19

AUTHOR(S)
Larisa Callaway-Cole; Ashley Kimble

Published: June 2021   Journal: Early Childhood Education Journal
At institutions striving to maintain face-to-face field placements and instruction amidst the COVID-19 pandemic, circumstances changed daily in response to new developments at the university, local school districts, and personal circumstances. This mixed-methods study explored and evaluated the adaptations made to early childhood teacher preparation courses in an undergraduate program in order to provide relevant training through a variety of instructional modalities including face-to-face, virtual, hypothetical, and mixed reality. Focused on maintaining professional standards through adapted coursework designed to meet student learning outcomes, instructors reflected on multiple instructional modalities and analysis of demonstrable learning outcomes for students in a four-year bachelor’s degree program resulting in state teacher certification.
646 - 660 of 1096

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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Each quarterly thematic digest features the latest evidence drawn from the Children and COVID-19 Research Library on a particular topic of interest.
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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.