From rapid emergency response to scaling and sustaining innovation: Adult foundational education in the time of COVID‐19

A. Belzer, Tesa Leon, Margaret Patterson, Federico Salas‐Isnardi, J. Vanek, Corlis Webb
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引用次数: 2

Abstract

Abstract This article describes programmatic and instructional responses to the shutdown and the changing needs of learners that were triggered by the spread of COVID‐19. It reports on the findings of a group of researchers who interviewed a convenience sample of state adult education staff, program managers, instructional leaders and supervisors, and instructors soon after the shutdown began and again about 15 months later. They indicate that responding to the initial emergency has been an impetus for meaningful innovation and a broader array of instructional and support options for learners, but challenges and questions remain about how to sustain it.
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从快速应急响应到扩大规模和持续创新:COVID - 19时期的成人基础教育
本文描述了针对COVID - 19传播引发的关闭和学习者不断变化的需求的程序性和指令性响应。它报告了一组研究人员的调查结果,他们在政府关门后不久和大约15个月后再次采访了州成人教育工作人员、项目经理、教学领导和主管以及教师。它们表明,应对最初的紧急情况是推动有意义的创新和为学习者提供更广泛的教学和支持选择的动力,但如何维持这种创新仍然存在挑战和问题。
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