How socio-economics plays into students learning on their own: Clues to COVID-19 learning losses
Most students have the beliefs and dispositions to help them cope and learn in challenging situations. The current pandemic has been ongoing since early 2020. This has affected ways in which teaching and learning are organised. Schools have had to provide education in different ways from the past. A...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Weitere Verfasser: | |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Paris
OECD Publishing
2021
|
| Schriftenreihe: | PISA in Focus
|
| Schlagworte: | |
| Online-Zugang: | kostenfrei |
| Zusammenfassung: | Most students have the beliefs and dispositions to help them cope and learn in challenging situations. The current pandemic has been ongoing since early 2020. This has affected ways in which teaching and learning are organised. Schools have had to provide education in different ways from the past. A special survey conducted as a collaborative effort between the OECD, UNESCO, UNICEF and the World Bank showed that upper-secondary schools were fully closed for over 65 days in 2020 on average across OECD countries with available data. The special survey also showed that where school closures were needed many countries made major efforts to mitigate their impact on students, focusing especially on vulnerable students by providing remedial measures to reduce students' learning gaps. Despite these efforts, recently released studies have shown that learning loss during the pandemic was most pronounced among socio-economically disadvantaged students and schools |
| Beschreibung: | 1 Online-Ressource (8 Seiten) |
| DOI: | 10.1787/2417eaa1-en |
Internformat
MARC
| LEADER | 00000nam a2200000zc 4500 | ||
|---|---|---|---|
| 001 | BV047928281 | ||
| 003 | DE-604 | ||
| 007 | cr|uuu---uuuuu | ||
| 008 | 220413s2021 xx o|||| 00||| eng d | ||
| 024 | 7 | |a 10.1787/2417eaa1-en |2 doi | |
| 035 | |a (ZDB-13-SOC)068835132 | ||
| 035 | |a (OCoLC)1312704703 | ||
| 035 | |a (DE-599)BVBBV047928281 | ||
| 040 | |a DE-604 |b ger |e aacr | ||
| 041 | 0 | |a eng | |
| 049 | |a DE-384 |a DE-91 |a DE-473 |a DE-824 |a DE-29 |a DE-739 |a DE-355 |a DE-20 |a DE-1028 |a DE-1049 |a DE-188 |a DE-521 |a DE-861 |a DE-898 |a DE-92 |a DE-573 |a DE-19 | ||
| 100 | 1 | |a Ikeda, Miyako |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a How socio-economics plays into students learning on their own |b Clues to COVID-19 learning losses |c Miyako Ikeda and Alfonso Echazarra |
| 264 | 1 | |a Paris |b OECD Publishing |c 2021 | |
| 300 | |a 1 Online-Ressource (8 Seiten) | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b c |2 rdamedia | ||
| 338 | |b cr |2 rdacarrier | ||
| 490 | 0 | |a PISA in Focus | |
| 520 | |a Most students have the beliefs and dispositions to help them cope and learn in challenging situations. The current pandemic has been ongoing since early 2020. This has affected ways in which teaching and learning are organised. Schools have had to provide education in different ways from the past. A special survey conducted as a collaborative effort between the OECD, UNESCO, UNICEF and the World Bank showed that upper-secondary schools were fully closed for over 65 days in 2020 on average across OECD countries with available data. The special survey also showed that where school closures were needed many countries made major efforts to mitigate their impact on students, focusing especially on vulnerable students by providing remedial measures to reduce students' learning gaps. Despite these efforts, recently released studies have shown that learning loss during the pandemic was most pronounced among socio-economically disadvantaged students and schools | ||
| 650 | 4 | |a Education | |
| 700 | 1 | |a Echazarra, Alfonso |4 ctb | |
| 856 | 4 | 0 | |u https://doi.org/10.1787/2417eaa1-en |x Verlag |z kostenfrei |3 Volltext |
| 912 | |a ZDB-13-SOC | ||
| 943 | 1 | |a oai:aleph.bib-bvb.de:BVB01-033309774 | |
Datensatz im Suchindex
| _version_ | 1818805950683807744 |
|---|---|
| adam_text | |
| adam_txt | |
| any_adam_object | |
| any_adam_object_boolean | |
| author | Ikeda, Miyako |
| author2 | Echazarra, Alfonso |
| author2_role | ctb |
| author2_variant | a e ae |
| author_facet | Ikeda, Miyako Echazarra, Alfonso |
| author_role | aut |
| author_sort | Ikeda, Miyako |
| author_variant | m i mi |
| building | Verbundindex |
| bvnumber | BV047928281 |
| collection | ZDB-13-SOC |
| ctrlnum | (ZDB-13-SOC)068835132 (OCoLC)1312704703 (DE-599)BVBBV047928281 |
| discipline | Wirtschaftswissenschaften |
| discipline_str_mv | Wirtschaftswissenschaften |
| doi_str_mv | 10.1787/2417eaa1-en |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>00000nam a2200000zc 4500</leader><controlfield tag="001">BV047928281</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="007">cr|uuu---uuuuu</controlfield><controlfield tag="008">220413s2021 xx o|||| 00||| eng d</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1787/2417eaa1-en</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(ZDB-13-SOC)068835132</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1312704703</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV047928281</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">aacr</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-384</subfield><subfield code="a">DE-91</subfield><subfield code="a">DE-473</subfield><subfield code="a">DE-824</subfield><subfield code="a">DE-29</subfield><subfield code="a">DE-739</subfield><subfield code="a">DE-355</subfield><subfield code="a">DE-20</subfield><subfield code="a">DE-1028</subfield><subfield code="a">DE-1049</subfield><subfield code="a">DE-188</subfield><subfield code="a">DE-521</subfield><subfield code="a">DE-861</subfield><subfield code="a">DE-898</subfield><subfield code="a">DE-92</subfield><subfield code="a">DE-573</subfield><subfield code="a">DE-19</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Ikeda, Miyako</subfield><subfield code="e">Verfasser</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">How socio-economics plays into students learning on their own</subfield><subfield code="b">Clues to COVID-19 learning losses</subfield><subfield code="c">Miyako Ikeda and Alfonso Echazarra</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Paris</subfield><subfield code="b">OECD Publishing</subfield><subfield code="c">2021</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 Online-Ressource (8 Seiten)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">PISA in Focus</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Most students have the beliefs and dispositions to help them cope and learn in challenging situations. The current pandemic has been ongoing since early 2020. This has affected ways in which teaching and learning are organised. Schools have had to provide education in different ways from the past. A special survey conducted as a collaborative effort between the OECD, UNESCO, UNICEF and the World Bank showed that upper-secondary schools were fully closed for over 65 days in 2020 on average across OECD countries with available data. The special survey also showed that where school closures were needed many countries made major efforts to mitigate their impact on students, focusing especially on vulnerable students by providing remedial measures to reduce students' learning gaps. Despite these efforts, recently released studies have shown that learning loss during the pandemic was most pronounced among socio-economically disadvantaged students and schools</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Education</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Echazarra, Alfonso</subfield><subfield code="4">ctb</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.1787/2417eaa1-en</subfield><subfield code="x">Verlag</subfield><subfield code="z">kostenfrei</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-13-SOC</subfield></datafield><datafield tag="943" ind1="1" ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-033309774</subfield></datafield></record></collection> |
| id | DE-604.BV047928281 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T19:34:54Z |
| indexdate | 2024-12-18T19:02:01Z |
| institution | BVB |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-033309774 |
| oclc_num | 1312704703 |
| open_access_boolean | 1 |
| owner | DE-384 DE-91 DE-BY-TUM DE-473 DE-BY-UBG DE-824 DE-29 DE-739 DE-355 DE-BY-UBR DE-20 DE-1028 DE-1049 DE-188 DE-521 DE-861 DE-898 DE-BY-UBR DE-92 DE-573 DE-19 DE-BY-UBM |
| owner_facet | DE-384 DE-91 DE-BY-TUM DE-473 DE-BY-UBG DE-824 DE-29 DE-739 DE-355 DE-BY-UBR DE-20 DE-1028 DE-1049 DE-188 DE-521 DE-861 DE-898 DE-BY-UBR DE-92 DE-573 DE-19 DE-BY-UBM |
| physical | 1 Online-Ressource (8 Seiten) |
| psigel | ZDB-13-SOC |
| publishDate | 2021 |
| publishDateSearch | 2021 |
| publishDateSort | 2021 |
| publisher | OECD Publishing |
| record_format | marc |
| series2 | PISA in Focus |
| spelling | Ikeda, Miyako Verfasser aut How socio-economics plays into students learning on their own Clues to COVID-19 learning losses Miyako Ikeda and Alfonso Echazarra Paris OECD Publishing 2021 1 Online-Ressource (8 Seiten) txt rdacontent c rdamedia cr rdacarrier PISA in Focus Most students have the beliefs and dispositions to help them cope and learn in challenging situations. The current pandemic has been ongoing since early 2020. This has affected ways in which teaching and learning are organised. Schools have had to provide education in different ways from the past. A special survey conducted as a collaborative effort between the OECD, UNESCO, UNICEF and the World Bank showed that upper-secondary schools were fully closed for over 65 days in 2020 on average across OECD countries with available data. The special survey also showed that where school closures were needed many countries made major efforts to mitigate their impact on students, focusing especially on vulnerable students by providing remedial measures to reduce students' learning gaps. Despite these efforts, recently released studies have shown that learning loss during the pandemic was most pronounced among socio-economically disadvantaged students and schools Education Echazarra, Alfonso ctb https://doi.org/10.1787/2417eaa1-en Verlag kostenfrei Volltext |
| spellingShingle | Ikeda, Miyako How socio-economics plays into students learning on their own Clues to COVID-19 learning losses Education |
| title | How socio-economics plays into students learning on their own Clues to COVID-19 learning losses |
| title_auth | How socio-economics plays into students learning on their own Clues to COVID-19 learning losses |
| title_exact_search | How socio-economics plays into students learning on their own Clues to COVID-19 learning losses |
| title_exact_search_txtP | How socio-economics plays into students learning on their own Clues to COVID-19 learning losses |
| title_full | How socio-economics plays into students learning on their own Clues to COVID-19 learning losses Miyako Ikeda and Alfonso Echazarra |
| title_fullStr | How socio-economics plays into students learning on their own Clues to COVID-19 learning losses Miyako Ikeda and Alfonso Echazarra |
| title_full_unstemmed | How socio-economics plays into students learning on their own Clues to COVID-19 learning losses Miyako Ikeda and Alfonso Echazarra |
| title_short | How socio-economics plays into students learning on their own |
| title_sort | how socio economics plays into students learning on their own clues to covid 19 learning losses |
| title_sub | Clues to COVID-19 learning losses |
| topic | Education |
| topic_facet | Education |
| url | https://doi.org/10.1787/2417eaa1-en |
| work_keys_str_mv | AT ikedamiyako howsocioeconomicsplaysintostudentslearningontheirowncluestocovid19learninglosses AT echazarraalfonso howsocioeconomicsplaysintostudentslearningontheirowncluestocovid19learninglosses |