{"title":"Book Review: Those We Throw Away Are Diamonds: A Refugee's Search for Home by Mondiant Dogon with Jenna Krajeski","authors":"E. King","doi":"10.33682/uf7y-qqs5","DOIUrl":"https://doi.org/10.33682/uf7y-qqs5","url":null,"abstract":"","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75352443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial Note: JEiE Volume 8, Number 3","authors":"Emily Dunlop, Mark Ginsburg","doi":"10.33682/4vs2-2uqs","DOIUrl":"https://doi.org/10.33682/4vs2-2uqs","url":null,"abstract":"","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74860360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Family engagement is a reciprocal relationship between educators and families that supports whole child development. In response to the unique contexts and situations created by the COVID-19 pandemic, a faculty member in the School of Education at Hunter College, City University of New York (SOE), and families that had opted in to one-hundred percent remote instruction for their children conceptualized a remote virtual tutoring model that supplemented and supported asynchronous instruction, learning, and development. The model also gave fieldwork interns in the SOE early childhood program the opportunity to engage in authentic teaching and learning experiences; to plan and implement culturally and linguistically responsive activities; and to assess development, learning, and engagement. In this field note, I discuss the virtual tutoring model and its impact on the participating families, children, and fieldwork interns. I also describe lessons learned during the implementation and provide suggestions for replicating the model.
{"title":"Remote Family Engagement Through Virtual Tutoring: An Emergency Response to Support Children, Families, and Students","authors":"Carmen Sherry Brown","doi":"10.33682/an7j-4v2y","DOIUrl":"https://doi.org/10.33682/an7j-4v2y","url":null,"abstract":"Family engagement is a reciprocal relationship between educators and families that supports whole child development. In response to the unique contexts and situations created by the COVID-19 pandemic, a faculty member in the School of Education at Hunter College, City University of New York (SOE), and families that had opted in to one-hundred percent remote instruction for their children conceptualized a remote virtual tutoring model that supplemented and supported asynchronous instruction, learning, and development. The model also gave fieldwork interns in the SOE early childhood program the opportunity to engage in authentic teaching and learning experiences; to plan and implement culturally and linguistically responsive activities; and to assess development, learning, and engagement. In this field note, I discuss the virtual tutoring model and its impact on the participating families, children, and fieldwork interns. I also describe lessons learned during the implementation and provide suggestions for replicating the model.","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78006077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Book Review: UNESCO's GEMR Gender Report 2019: Building Bridges for Gender Equality, and INEE's Mind the Gap: The State of Girls Education in Crisis and Conflict","authors":"N. Fyles","doi":"10.33682/ufgt-czq6","DOIUrl":"https://doi.org/10.33682/ufgt-czq6","url":null,"abstract":"","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76721651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L. Ponguta, K. Moore, Divina Varghese, S. Hein, Angela Ng, A. Alzaghoul, Maria Angélica Benavides Camacho, Karishma Sethi, Majd Al-Soleiti
Despite the vast amount of research that supports investing in early childhood development and education in emergencies (ECDEiE), this area of programming continues to be underprioritized and underfunded. We applied a strategic problem-solving framework to systematically address the challenge of low access to ECDEiE in the global context. Specifically, we addressed three root causes of this problem: low prioritization of ECDEiE across sectors; the lack of a systematic characterization of the ECDEiE institutional and programmatic landscapes; and limited consensus on strategic advocacy for ECDEiE. To address these issues, we applied a mixed methods approach. We administered an online global stocktaking survey to 118 respondents, including those working in humanitarian aid, ECDEiE, government, and academia. We also reviewed the gray literature (N=218 documents). We discuss our six main findings in order to inform strategic initiatives that could be used to increase access to ECDEiE globewide.
{"title":"Landscape Analysis of Early Childhood Development and Education in Emergencies","authors":"L. Ponguta, K. Moore, Divina Varghese, S. Hein, Angela Ng, A. Alzaghoul, Maria Angélica Benavides Camacho, Karishma Sethi, Majd Al-Soleiti","doi":"10.33682/w69a-bhpt","DOIUrl":"https://doi.org/10.33682/w69a-bhpt","url":null,"abstract":"Despite the vast amount of research that supports investing in early childhood development and education in emergencies (ECDEiE), this area of programming continues to be underprioritized and underfunded. We applied a strategic problem-solving framework to systematically address the challenge of low access to ECDEiE in the global context. Specifically, we addressed three root causes of this problem: low prioritization of ECDEiE across sectors; the lack of a systematic characterization of the ECDEiE institutional and programmatic landscapes; and limited consensus on strategic advocacy for ECDEiE. To address these issues, we applied a mixed methods approach. We administered an online global stocktaking survey to 118 respondents, including those working in humanitarian aid, ECDEiE, government, and academia. We also reviewed the gray literature (N=218 documents). We discuss our six main findings in order to inform strategic initiatives that could be used to increase access to ECDEiE globewide.","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85936057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
El sistema educativo hondureño se vio sorprendido cuando el COVID-19 azotó el país. Sin ninguna formación ni preparación y con muy pocos recursos, los educadores de todo el país empezaron a impartir clases a distancia a mediados de marzo de 2020. De la noche a la mañana, los educadores se enfrentaron a importantes obstáculos en su intento de mantener a los jóvenes estudiando, impartiendo clases a estudiantes a los que no podían ver e involucrando a jóvenes que carecían de tecnología. Docentes y estudiantes empezaron a experimentar problemas socioemocionales. Esta nota de campo describe cómo el proyecto Asegurando la Educación, de la Agencia de los Estados Unidos para el Desarrollo Internacional, realizó la transición de las actividades presenciales de aprendizaje social y emocional (ASE) en 135 escuelas para proporcionar apoyo virtual de ASE a cientos de miles de beneficiarios en todo el país. Describimos las intervenciones de ASE que contribuyeron a la tasa nacional de deserción escolar más baja en los últimos cinco años, y a que las tasas de matriculación en las 135 escuelas de Asegurando fueran un 5 por ciento superiores a la media nacional. Por último, creemos que esta nota de campo contribuirá a la base de evidencias sobre cómo el ASE puede mejorar la salud mental y la retención escolar durante futuras crisis.
{"title":"Mejorar la salud socioemocional: Ampliación del bienestar de docentes y estudiantes durante la Crisis del COVID-19 en Honduras","authors":"Craig Davis, Gustavo Páyan-Luna","doi":"10.33682/fbye-pjdx","DOIUrl":"https://doi.org/10.33682/fbye-pjdx","url":null,"abstract":"El sistema educativo hondureño se vio sorprendido cuando el COVID-19 azotó el país. Sin ninguna formación ni preparación y con muy pocos recursos, los educadores de todo el país empezaron a impartir clases a distancia a mediados de marzo de 2020. De la noche a la mañana, los educadores se enfrentaron a importantes obstáculos en su intento de mantener a los jóvenes estudiando, impartiendo clases a estudiantes a los que no podían ver e involucrando a jóvenes que carecían de tecnología. Docentes y estudiantes empezaron a experimentar problemas socioemocionales. Esta nota de campo describe cómo el proyecto Asegurando la Educación, de la Agencia de los Estados Unidos para el Desarrollo Internacional, realizó la transición de las actividades presenciales de aprendizaje social y emocional (ASE) en 135 escuelas para proporcionar apoyo virtual de ASE a cientos de miles de beneficiarios en todo el país. Describimos las intervenciones de ASE que contribuyeron a la tasa nacional de deserción escolar más baja en los últimos cinco años, y a que las tasas de matriculación en las 135 escuelas de Asegurando fueran un 5 por ciento superiores a la media nacional. Por último, creemos que esta nota de campo contribuirá a la base de evidencias sobre cómo el ASE puede mejorar la salud mental y la retención escolar durante futuras crisis.","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74822944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Elizabeth S. Buckner, Daniel D. Shephard, A. Smiley
Recognizing the lack of knowledge about how to improve data systems for education in emergencies (EiE), we examine in this article how EiE professionals use data and what makes data "useful" to them. Drawing from 48 semistructured interviews from a purposive sample of professionals working in the EiE field across the humanitarian, development, and stabilization sectors, we explored the primary ways EiE professionals use data. Using inductive and emergent coding, we identified the key themes, which we then disaggregated by participants' sector and role in EiE operations. Our findings indicate that there is a common need across sectors for data that inform operations. However, participants working at a national or local level spoke the most about operational uses of data and the least about strategic uses, such as policymaking and advocating. Meanwhile, there was a notable emphasis among actors at the global level on strengthening data systems and their strategic uses. In this article, we also highlight the myriad nontechnical factors that shaped participants' perceptions of usefulness, including the politicization of data, users' expertise in analysis, and personal and institutional relationships. We argue that conversations about improving data for use in EiE must not focus exclusively on tools or techniques but also on people, institutions, and contexts.
{"title":"Beyond Numbers: The Use and Usefulness of Data for Education in Emergencies","authors":"Elizabeth S. Buckner, Daniel D. Shephard, A. Smiley","doi":"10.33682/tgfd-m9eg","DOIUrl":"https://doi.org/10.33682/tgfd-m9eg","url":null,"abstract":"Recognizing the lack of knowledge about how to improve data systems for education in emergencies (EiE), we examine in this article how EiE professionals use data and what makes data \"useful\" to them. Drawing from 48 semistructured interviews from a purposive sample of professionals working in the EiE field across the humanitarian, development, and stabilization sectors, we explored the primary ways EiE professionals use data. Using inductive and emergent coding, we identified the key themes, which we then disaggregated by participants' sector and role in EiE operations. Our findings indicate that there is a common need across sectors for data that inform operations. However, participants working at a national or local level spoke the most about operational uses of data and the least about strategic uses, such as policymaking and advocating. Meanwhile, there was a notable emphasis among actors at the global level on strengthening data systems and their strategic uses. In this article, we also highlight the myriad nontechnical factors that shaped participants' perceptions of usefulness, including the politicization of data, users' expertise in analysis, and personal and institutional relationships. We argue that conversations about improving data for use in EiE must not focus exclusively on tools or techniques but also on people, institutions, and contexts.","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76909602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kim Foulds, Naureen Khan, Sneha Subramanian, Ashraful Haque
تؤكد الكتابات الحديثة التي تركز على موضوع التعليم في البيئات المتضررة من النزاعات على العلاقة بين التدخلات في مرحلة الطفولة المبكرة والحد من الفقر وتأثيرات التجارب السلبية في مرحلة الطفولة، لاسيما لأولئك الذين تعرضوا لنزاع عنيف. من العوامل المهمة في التدخلات الفعالة التي تستهدف الأطفال الصغار وأُسَرِهِم، ومن ثم، استدامة التغيير السلوكي على الأجل البعيد، كيفية تلقي المجتمعات المحلية لتلك التدخلات. رغم أهمية استيعاب الاعتبارات المحلية، فإن عمليات تقييم الاحتياجات عادة ما تتراجع في الأولوية عندما يكون الاهتمام منصبًا على تلبية الاحتياج المُلِح للأمن والغذاء والماء والمأوى. إن عملية إعداد البرامج في ظل عدم وجود تقييم للاحتياجات تتم دون فهم لأهم أولويات ومحفزات المجتمعات التي تتم خدمتها. إن برامج تنمية الطفولة المبكرة التي تُصمم دون مراعاة للاعتبارات المحلية تحمل في طياتها تداعيات طويلة الأجل والعزوف من جانب المجتمع؛ ومن ثم، يكون تأثيرها محدودًا إلى منعدم، وذلك بعد أن أصبح متوسط حالات اللجوء طويل الأمد الآن يتجاوز 20 سنة؛ لهذا، فمن المرجح أن تتجاوز تكاليف عدم تقييم الاحتياجات في السياقات الإنسانية في الأجل البعيد قيمة الاستثمارات المبدئية التي تُوجَّه إلى إجراء تلك البحوث. اعترافًا بهذه الفرص والقيود، يقدم هذا المقال إطارًا لإجراء عمليات تقييم الاحتياجات في السياق الإنساني، فضلاً عن نتائج توضيحية تبرز قيمة الوقوف على فهم أكبر للمجتمع قبل الشروع في تصميم برامج تنمية الطفولة المبكرة. يستعين هذا المقال بتقييم الاحتياجات بغرض توفير المعلومات اللازمة لتصميم تدخل تنمية الطفولة المبكرة، ويُستَخدَم تصميم ذلك التقييم في تقديم إطار يجعل عمليات تقييم الاحتياجات في السياق الإنساني قابلة للتنفيذ.
{"title":"ملاحظة ميدانية: تطبيق إطار تقييم الاحتياجات الإنسانية بغرض تنمية الطفولة المبكرة: توفير المعلومات اللازمة لتصميم التدخل لمجتمعات الروهينغيا النازحة في بنغلاديش","authors":"Kim Foulds, Naureen Khan, Sneha Subramanian, Ashraful Haque","doi":"10.33682/2buw-wf16","DOIUrl":"https://doi.org/10.33682/2buw-wf16","url":null,"abstract":"تؤكد الكتابات الحديثة التي تركز على موضوع التعليم في البيئات المتضررة من النزاعات على العلاقة بين التدخلات في مرحلة الطفولة المبكرة والحد من الفقر وتأثيرات التجارب السلبية في مرحلة الطفولة، لاسيما لأولئك الذين تعرضوا لنزاع عنيف. من العوامل المهمة في التدخلات الفعالة التي تستهدف الأطفال الصغار وأُسَرِهِم، ومن ثم، استدامة التغيير السلوكي على الأجل البعيد، كيفية تلقي المجتمعات المحلية لتلك التدخلات. رغم أهمية استيعاب الاعتبارات المحلية، فإن عمليات تقييم الاحتياجات عادة ما تتراجع في الأولوية عندما يكون الاهتمام منصبًا على تلبية الاحتياج المُلِح للأمن والغذاء والماء والمأوى. إن عملية إعداد البرامج في ظل عدم وجود تقييم للاحتياجات تتم دون فهم لأهم أولويات ومحفزات المجتمعات التي تتم خدمتها. إن برامج تنمية الطفولة المبكرة التي تُصمم دون مراعاة للاعتبارات المحلية تحمل في طياتها تداعيات طويلة الأجل والعزوف من جانب المجتمع؛ ومن ثم، يكون تأثيرها محدودًا إلى منعدم، وذلك بعد أن أصبح متوسط حالات اللجوء طويل الأمد الآن يتجاوز 20 سنة؛ لهذا، فمن المرجح أن تتجاوز تكاليف عدم تقييم الاحتياجات في السياقات الإنسانية في الأجل البعيد قيمة الاستثمارات المبدئية التي تُوجَّه إلى إجراء تلك البحوث. اعترافًا بهذه الفرص والقيود، يقدم هذا المقال إطارًا لإجراء عمليات تقييم الاحتياجات في السياق الإنساني، فضلاً عن نتائج توضيحية تبرز قيمة الوقوف على فهم أكبر للمجتمع قبل الشروع في تصميم برامج تنمية الطفولة المبكرة. يستعين هذا المقال بتقييم الاحتياجات بغرض توفير المعلومات اللازمة لتصميم تدخل تنمية الطفولة المبكرة، ويُستَخدَم تصميم ذلك التقييم في تقديم إطار يجعل عمليات تقييم الاحتياجات في السياق الإنساني قابلة للتنفيذ.","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82342867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Book Review: Making Refuge: Somali Bantu Refugees and Lewiston, Maine by Catherine Besteman","authors":"K. Dalrymple","doi":"10.33682/0et2-uvq2","DOIUrl":"https://doi.org/10.33682/0et2-uvq2","url":null,"abstract":"","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89930287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kathlyn E. Elliott, Katie A. Mathew, Yi Fan, David P. Mattson
Avant 2020, peu de recherches empiriques et de rapports étaient disponibles sur les méthodes éducatives pendant les crises sanitaires. Ces recherches se concentraient principalement au niveau local et ne proposaient qu'une analyse limitée de la situation. Les diverses épidémies qui ont sévi par le passé, notamment le SRAS, Ebola et le VIH/SIDA, nous ont permis de tirer des leçons importantes concernant l'efficacité de l'éducation dans les contextes d'urgences sanitaires majeures. Toutefois, l'émergence soudaine de la pandémie du COVID-19 a conduit à une véritable explosion du nombre de recherches portant sur les stratégies éducatives en période de crise sanitaire mondiale. Cette analyse intégrative de la littérature (Torraco 2005) utilise le cadre des normes minimales de l'INEE pour conceptualiser la réponse du système éducatif face aux pandémies et aux épidémies entre 1990 et 2020. Cette recherche s'appuie sur 124 études empiriques, des comptes rendus de praticiens et des rapports gouvernementaux, des témoignages d'époque sur Ebola, le SRAS et d'autres épidémies, ainsi que les premières solutions pédagogiques trouvées lors du déclenchement du COVID-19. Ce travail de recherche va permettre de comprendre comment les acteurs de l'éducation ont continué à enseigner pendant que ces maladies contagieuses se répandaient à travers le monde. Plusieurs thèmes essentiels ont émergé, notamment le rôle fondamental du contexte et du soutien communautaire ; l'accès à une éducation équitable à l'ère numérique ; le bien-être socio-émotionnel des enseignants et des élèves ; le rôle des enseignants dans l'adaptation des programmes et de la pédagogie ; la nécessité d'une formation et d'un soutien supplémentaires pour les enseignants ; et l'opportunité d'effectuer un changement créatif dans les méthodes et les politiques en matière d'éducation.
{"title":"L'Éducation dans les Situations d'Urgence Sanitaire : Une Analyse Intégrative de la Littérature entre 1990 et 2020","authors":"Kathlyn E. Elliott, Katie A. Mathew, Yi Fan, David P. Mattson","doi":"10.33682/fxy4-5awf","DOIUrl":"https://doi.org/10.33682/fxy4-5awf","url":null,"abstract":"Avant 2020, peu de recherches empiriques et de rapports étaient disponibles sur les méthodes éducatives pendant les crises sanitaires. Ces recherches se concentraient principalement au niveau local et ne proposaient qu'une analyse limitée de la situation. Les diverses épidémies qui ont sévi par le passé, notamment le SRAS, Ebola et le VIH/SIDA, nous ont permis de tirer des leçons importantes concernant l'efficacité de l'éducation dans les contextes d'urgences sanitaires majeures. Toutefois, l'émergence soudaine de la pandémie du COVID-19 a conduit à une véritable explosion du nombre de recherches portant sur les stratégies éducatives en période de crise sanitaire mondiale. Cette analyse intégrative de la littérature (Torraco 2005) utilise le cadre des normes minimales de l'INEE pour conceptualiser la réponse du système éducatif face aux pandémies et aux épidémies entre 1990 et 2020. Cette recherche s'appuie sur 124 études empiriques, des comptes rendus de praticiens et des rapports gouvernementaux, des témoignages d'époque sur Ebola, le SRAS et d'autres épidémies, ainsi que les premières solutions pédagogiques trouvées lors du déclenchement du COVID-19. Ce travail de recherche va permettre de comprendre comment les acteurs de l'éducation ont continué à enseigner pendant que ces maladies contagieuses se répandaient à travers le monde. Plusieurs thèmes essentiels ont émergé, notamment le rôle fondamental du contexte et du soutien communautaire ; l'accès à une éducation équitable à l'ère numérique ; le bien-être socio-émotionnel des enseignants et des élèves ; le rôle des enseignants dans l'adaptation des programmes et de la pédagogie ; la nécessité d'une formation et d'un soutien supplémentaires pour les enseignants ; et l'opportunité d'effectuer un changement créatif dans les méthodes et les politiques en matière d'éducation.","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88550611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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