Global Perspectives on Recovery from Learning Disruption
Bloomsbury Academic (Verlag)
9781350520523 (ISBN)
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This book considers the effects of the Covid-19 pandemic on education, focusing on learning disruption and recovery from that disruption.
Written by academics, research analysts and policy consultants based in the UK, Mexico, China, the USA, South Africa and Spain, the book explores, through regional and national case studies, how diverse societies across the globe coped during and after the pandemic. The chapters cover a wide range of topics such as the causes and consequences of school closures, pre-existing inequalities within and between countries, scientific misinformation as a consequence of the pandemic, teacher burnout and resilience and alternative ways of learning and collaboration that took place during the pandemic.
The first three chapters offer policy analyses on learning disruption at different regional levels. The subsequent chapters are a compilation of eight national case studies transitioning from analyses of learning disruption to responses of recovery.. The book’s evidence-based research has implications for policy, research, and practice in both formal and informal education settings from early childhood to higher education.
Marta Cristina Azaola is Lecturer in the School of Education at the University of Southampton, UK.
Preface, Marta Cristina Azaola (University of Southampton, UK)
Acknowledgements
1. The Role of Policy Decisions in Shaping the Unequal Impact of Covid-19 on Student Learning, Marjorie Chinen (World Bank Education, Peru) and Rafael de Hoyos (World Bank Education, ECA)
2. Education in Latin America and the Caribbean During the Pandemic, Emilio Blanco (El Colegio de México, Mexico)
3. Education Policies amid Covid-19, Antoni Verger and Adrián Zancajo (Universidad Autónoma de Barcelona, Spain)
4. Causes and Consequences of Covid-Induced School Closures in Brazil, Guilherme Lichand and Karen Hoshino (Stanford University, USA)
5. Understanding the Unequal Impacts of Covid-19 on Young People’s Educational Experiences, Jake Anders (UCL, UK), Carl Cullinane and Rebecca Montacute (The Sutton Trust, UK)
6. Rebounding from Covid-19, Jazmin Isaacs, Karyn Lewis and Megan Kuhfeld (NEWA, USA)
7. Learning Loss or a Different Type of Learning? The Learning Experiences of Pupils and Families in Wales During Covid-19, Prysor Mason Davies (Aberystwyth University, UK), Clive Underwood (Bangor University, UK) and Jane Waters-Davies (University of Wales Trinity Saint David, UK)
8. Resilience in the Work Setting, Anita Padmanabhanunni and Tyrone B Pretorius (University of the Western Cape, South Africa)
9. The Importance of Resilience for Adolescent Girls During Covid-19-Related School Closures in Cambodia, Lydia Marshall and Rachel Outhred (Oxford MeasurEd, UK)
10. Research–Practice Partnerships, Mel Ainscow, Stephen Rayner and Paul Armstrong (University of Manchester, UK)
11. Covid-19 and Science Engagement among Chinese Young People, Ye Cao and Heather King (King’s College London, UK)
Book Conclusions Marta Cristina Azaola (University of Southampton, UK)
Index
| Erscheint lt. Verlag | 22.1.2026 |
|---|---|
| Zusatzinfo | 10 bw illus |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Themenwelt | Sozialwissenschaften ► Pädagogik |
| ISBN-13 | 9781350520523 / 9781350520523 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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