Interchange最新文献

The COVID-19 pandemic outbreaks forced families to decide the safest and most effective learning environments for their children because of the virus's threat to health and life. Hence, because of the nationwide school closure, policymakers have raised concerns about the missing children cases-those who have not enrolled in school at all because of the pandemic. The present study investigates whether there is a difference in the school enrollment during the pre-COVID-19 period, COVID-19 period, and vaccine rollout period. We employed the U.S. Current Population Survey (CPS), covering January 2020 to May 2021, while we use both the logistic and multinomial regression models for the empirical analysis. Our results showed that school enrollment is lower during the COVID-19 pandemic compared to the Pre-COVID-19 period. Other results showed that school enrollment is higher since vaccine rollout compared to the COVID-19 period. A possible explanation for this could be that families consider the vaccine the safe path to enrolling their children in school. We also found that school enrollment varies significantly across race and ethnic groups.

The objective of the study was to assess the support provided to lecturers in the implementation of a new curriculum during the COVID-19 pandemic to suggest early intervention strategies that address resources and knowledge deficiency gaps that have a negative impact on curriculum implementation. A survey design was used in the study. A representative sample of 30 lecturers was randomly selected from 5 Faculty of Natural Resources Management and Agriculture departments to complete the questionnaire between June and July 2020. The majority of the lecturers agreed that they were involved in the curriculum development. There was affirmation on the issue of professional development, leadership's support for lecturers' curriculum implementation and adequate time for curriculum implementation. Similarly, there was collaboration between university leadership and lecturers to plan curriculum implementation. On the contrary, funds for research necessary for curriculum implementation, instructional materials and supplies and technological resources were not adequately supplied. Hence, the paper becomes critical as it highlights the unavailability of technological resources which play a crucial role in online teaching and learning during the COVID-19 pandemic.

This paper is based on an online experiment, conducted with bachelor students of educational sciences during the COVID-19 lockdown period in the spring of 2020. The experiment, which took place on a daily basis for a whole workweek, consisted of a series of what we have come to call "artistic-scientific interventions". These constituted a pedagogical praxis in which over a longer period of time students are challenged to collect and 'think with' artistic media as alternative ways of experiencing, studying, and evaluating the corona crisis. Our paper describes the structure and proceedings of this experiment against the background of efforts to develop a new philosophical idea of what it means to do pedagogy. This idea, inspired by philosophers of science like Bruno Latour, contests some of the classical divides that run through the educational sciences, and that we believe pose a great threat to their relevance in current times of crisis: empirical/speculative, quantitative/qualitative, natural/social, facts/meaning, object/subject, etc. What our experiment shows, beyond all obsession with validating hypotheses or consistency of results, is that art, as an education of the senses, can afford science with a much needed platform for (re)creating and/or (re)arranging circumstances in which those problematic divides may be overcome. However, what it also shows is that often this only works when art is approached, not through the lens of predominantly respresentationalist aesthetics, but as a full-fledged part of a scientific (c.q. pedagogical) discipline. Especially in a diffuse digital environment, this entails a need for transindividual, impersonal protocols which allow for both repetition, variation, and feedback, and instil a strong sense of transformative gathering and study.

An allegorical thought experiment occurring in a pseudo Huxleyean world in the future is conducted, in which "Euclidean" geometry has been forgotten and can only be retrieved by traversing backward in time, physically and virtually by two protagonists, Alpha and Beta, inspired by the challenge issued by their teacher Aleph 1. In the year 136 A.H (After Huxley, or late twenty-first century of the Common Era), all instruction occurs virtually. Mathematics is the exclusive purview of 0.01% of society (the alphas). The thought experiment leads to the discovery and realization from the two protagonists that Euclidean geometry is possible using sensorimotor functions with tools called a straight edge and compass or simply a rope with knots. As an ode to Aldous Huxley (1894-1963) this article is deliberately in the form of a satirical provocation that examines the interaction of technology with the learning of mathematics in a dystopian future. A prolog explaining the context of the thought experiment along with a coda with implications for the immediate future in the learning of mathematics is made. A glossary with terms unfamiliar to the reader is also provided.

The COVID-19 crisis forced schools to temporarily close from March 2020 to June 2020, producing unpredictable changes in instructional contexts and patterns. A new concept of 'homeschooling' emerged which required parents to support the implementation of the curriculum through remote learning. This article is based on a case study focusing on the perceptions of experiences of ten parents of Elementary school children during the school lockdown in Alberta, Canada. Parents argue that the schools' demands on them were unreasonable. These added to the stress of the quarantine and professional losses, and to the burden of working full-time, fulfilling household responsibilities, and having children rely mostly on parents to deliver an often brief, 'shallow' weekly lesson plan that lacked clear expectations and reliable assessment pieces. Parents also strongly cast doubts on the popular reliability of online education by suggesting the unsuitability of online tools to promote independent learning among young children. The study may provide valuable contributions to further inform how to better support learning from home during this ongoing pandemic.

The COVID-19 crisis has affected everyone, especially elementary school-aged children who might be too young to fully understand the sudden changes in familiar social norms as well as the unprecedented pandemic-induced educational context. This article is based on a case study that explores the perspective of the experiences of ten parents of elementary school children in French Immersion programs from different school boards during the March-June 2020 schools' closure in Alberta. The findings show that parents had a special concern for the mental health of their children during the transition into lockdown and the ramifications of such experiences in the future as students return to school at the start of the academic year under a different climate. This includes adapting to new social norms and a certain apprehension of how school hygiene and safety measures in place will prevent a new coronavirus outbreak in schools.

Some 35 years ago, Gerard K. O'Neill used the large context of space travel with his undergraduate physics students. A Canadian physics teacher, Art Stinner, independently arrived at a similar notion in a more limited but, therefore, more generally useful sense, which he referred to as the "large context problem" approach. At a slightly earlier time the large context problem type of approach had already been used in the study of medicine, pioneered by McMaster Medical School. And the Faculty of Education at the University of Calgary currently uses a large context problem method to deliver its entire curriculum. These approaches are four distinct ways of presenting large context problems to students. This paper will discuss these approaches historically, look at their grounds and their applications, weigh their successes and characterize their limitations. It will try to see what they take most deeply for granted as viable approaches to teaching science, both theoretical and applied. Finally, it will relate these approaches to the constructivist prejudices of our own time, suggesting their relation to earlier forms of philosophical idealism.