Risk, Resilience, and Recovery Across Global Education Systems
Routledge (Verlag)
978-1-032-98201-4 (ISBN)
- Noch nicht erschienen (ca. Januar 2026)
- Versandkostenfrei
- Auch auf Rechnung
- Artikel merken
The COVID-19 pandemic caused the most significant disruption to education systems since the devastation of World War II. Successive waves and variants of the coronavirus resulted in school closures and spurred a range of policy interventions across national education systems to combat both the cognitive (i.e., achievement in reading, mathematics, and science) and non-cognitive (socioemotional development, mental and physical health) impacts on student achievement and wellbeing. This book aims to evaluate the long-term efficacy of such interventions, drawing on an analysis of a cross-section of nine industrialized countries: England, France, Germany, Italy, Sweden, Netherlands, Belgium, Canada, and Japan. It further offers cross-national insights for policymakers and discusses the critical importance of broader notions of academic resilience in a post-pandemic world. Ultimately, this volume aims to identify national policies that have helped to buffer students from the long-term challenges associated with the aftermath of the pandemic.
A timely and important text, it will be of interest to researchers and policymakers in education policy, pandemic response, impact evaluation, and student mental health.
Louis Volante (PhD) is Distinguished Professor at Brock University, Canada, and a Professorial Fellow at UNU-MERIT, Netherlands. Kristof De Witte (PhD) is Full Professor in Education, Economics, and Political Economy at the Faculty of Economics and Business at KU Leuven, Belgium, and holds the chair in Effectiveness and Efficiency of Educational Innovations at UNU-MERIT, Netherlands. Orazio Giancola (PhD) is Associate Professor of Sociology of Educational Systems in the Department of Social and Economic Sciences at the Sapienza University of Rome. Luca Salmieri (PhD) is Professor of Cultural Sociology at Sapienza University of Rome. Don A. Klinger (PhD) is Deputy Vice-Chancellor, Education at Murdoch University in Western Australia.
Part I: The pandemic and student outcomes 1. The global impact of the pandemic on student outcomes Part II: National profiles of academic resilience and policy reform 2. Academic resilience and policy reform in England 3. Academic resilience and policy reform in France 4. Academic resilience and policy reform in Germany 5. Academic resilience and policy reform in Italy 6. Academic resilience and policy reform in Sweden 7. Academic resilience and policy reform in the Netherlands 8. Academic resilience and policy reform in Belgium 9. Academic resilience and policy reform in Canada 10. Academic resilience and policy reform in Japan Part III: Future directions in policy and practice for a post-pandemic world 11. Evaluating the long-term efficacy of policy reforms in the aftermath of the pandemic
| Erscheint lt. Verlag | 1.1.2026 |
|---|---|
| Reihe/Serie | Routledge Research in International and Comparative Education |
| Zusatzinfo | 6 Tables, black and white; 8 Line drawings, color; 4 Line drawings, black and white; 8 Illustrations, color; 4 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 152 x 229 mm |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Vorschulpädagogik |
| ISBN-10 | 1-032-98201-2 / 1032982012 |
| ISBN-13 | 978-1-032-98201-4 / 9781032982014 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
aus dem Bereich
