{"title":"在 COVID-19 大流行期间建立网上社区：从加拿大主要利益攸关方的角度看促进小学低年级支持网络的发展","authors":"Kristy Timmons, Yiqin Ji, Charlotte Schwass","doi":"10.1080/03004279.2024.2369245","DOIUrl":null,"url":null,"abstract":"This research examines the ways early primary educators, parents and children made efforts to build community during the COVID-19 school closures in Canada. This qualitative study employed semi-str...","PeriodicalId":11590,"journal":{"name":"Education 3-13","volume":"9 1","pages":""},"PeriodicalIF":0.9000,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Building community online during the COVID-19 pandemic: facilitating networks of support in the early primary years from the perspectives of key stakeholders in Canada\",\"authors\":\"Kristy Timmons, Yiqin Ji, Charlotte Schwass\",\"doi\":\"10.1080/03004279.2024.2369245\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This research examines the ways early primary educators, parents and children made efforts to build community during the COVID-19 school closures in Canada. This qualitative study employed semi-str...\",\"PeriodicalId\":11590,\"journal\":{\"name\":\"Education 3-13\",\"volume\":\"9 1\",\"pages\":\"\"},\"PeriodicalIF\":0.9000,\"publicationDate\":\"2024-07-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Education 3-13\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/03004279.2024.2369245\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education 3-13","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/03004279.2024.2369245","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Building community online during the COVID-19 pandemic: facilitating networks of support in the early primary years from the perspectives of key stakeholders in Canada
This research examines the ways early primary educators, parents and children made efforts to build community during the COVID-19 school closures in Canada. This qualitative study employed semi-str...
期刊介绍：
Education 3-13 - International Journal of Primary, Elementary and Early Years Education is the major international publication of the Association for the Study of Primary Education (ASPE). The defining feature of the journal is that it aims to publish refereed articles representing the highest quality research and analysing practice relating to children between the ages of 3-13, both in the UK and internationally. It should be noted, however, that whilst the submission of items relating to pre-school and the transfer to secondary education are encouraged, the central focus of the journal is on primary education and articles addressing that phase are especially welcomed. Education 3-13 will be of interest to academics, students, teachers and advisers who seek perspectives on early years, primary and middle schooling. The Journal seeks to provide an avenue for the publication of research that will help to develop policy and practice in primary education and will also assist practitioners by providing helpful and stimulating ways of viewing what they do, or might do. The Journal welcomes submissions on all aspects of primary education in the form of articles that report original research, analyse practice, discuss local and national policy and initiatives, offer a comparative perspective on research and policy and report on major research projects. Illustrations, tables, figures, photos and examples of children''s work are welcomed.
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