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1.
This editorial paper presents 11 papers related to the special issue proposed by UNICEF on the Education Response to COVID-19. The COVID-19 pandemic provoked an education emergency of unprecedented scale. At its onset in February 2020, school closures were announced in the worst-hit countries. At the peak of the crisis, 90 per cent of learners worldwide had had their education disrupted. Some learners, especially those from the most marginalised population groups, were put at risk of permanent dropout, provoking long-term and significant negative effects on children’s life-long wellbeing and the socio-economic development of their communities and countries. This special issue, which received contributions from UNICEF staff and various researchers, focuses on the impact of school closures, the effectiveness of remote learning solutions, equity implications, the mitigation of learning loss and notions around re-opening better. Different research perspectives and evidence is gathered to help strengthen policy considerations and future planning. The conclusion emphasizes building on the innovative solutions generated by the response to the crisis to make education systems more resilient, whilst also reinforcing the focus on equity and inclusion so that pre-existing disparities are not exacerbated in the future.  相似文献   
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Using PISA and PIAAC data from twelve OECD countries, we examine the gap in cognitive skills among immigrants and natives and evaluate how those differences have evolved over time. We also consider how demographics, family background and school quality explain the development of cognitive skills of young people with immigrant backgrounds. The results show, first, that some convergence in skills occurs between second-generation immigrants and natives over time. Second, demographics, family background and school quality variables all contribute to the achievement gaps across different groups.  相似文献   
4.
Although Affirmative Action policies have been enforced in many countries, their consequences are highly understudied, especially in the context of developing economies. Section 12(1)(c) of the Right to Education (RTE) Act enforced in 2009 is the first attempt to introduce affirmative action in primary schools in India. The act requires all private schools to reserve at least twenty five percent seats for children from economically weaker sections. To understand the effect of the act on i) social integration and ii) academic outcomes, we asked 1500 children (grades one to three) from four schools to answer friendship surveys and short tests in Mathematics and English. The schools in our sample vary considerably in constitution and were intentionally chosen to understand the impact of the act in different school settings. The friendship surveys show strong homophily i.e. non-RTE students cite other non-RTE students as friends, while RTE students chose to be friends primarily with other RTE students. Trends in test scores reveal that students admitted under the RTE quota score significantly lower than non-RTE students. However, RTE students who have a higher share of non-RTE friends have better test scores, suggesting that affirmative action may have a positive influence on learning outcomes for RTE children. Further we note that commitment from the school authorities and systematic monitoring and evaluation of the implementation of the act will go a long way in bringing out some of the benefits that this act was designed to achieve. Our findings have important policy implications with respect to ensuring proper implementation of the Section12(1)(c) of the RTE act in schools across the country.  相似文献   
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In India, more than 276 million children and youth were out of school for extended periods since March 2020 due to school closures in response to COVID-19. A key challenge has been how to measure the impact of responses to continuity of learning both to ensure more effective responses in the event of further disruptions, but also to help the education community conceptualize more creative and effective approaches to learning, through blended and flexible approaches. This study reflects on the findings from a UNICEF survey targeting parents and adolescents across 6 states in India, and identifies lessons learned for addressing learning inequities during future school closures. We focus on measuring three key variables – access to technology, their utilization, and perceived learning for different profiles of children. As students began learning from home, technology access rates in households were initially used to determine the estimated maximum reach of different distance learning modalities during school closures. Beyond access, we find significant variations in adolescents’ use of technology for learning purposes and their perceptions of learning, linked to the type of remote learning modality, gender, location and type of school. We discuss the implications for government strategies and policies to ensure better utilization of technologies which are available in households and to address equity gaps in learning opportunities.  相似文献   
6.
侯爽 《体育科研》2019,(3):30-37
“体教结合”是解决当前我国竞技体育发展问题的重要途径和举措。传统的体育后备人才培养模式只重视专项体育技能的发展而忽视了文化教育的重要性,不利于个体的全面发展。“体教结合”更重视人的全面发展,体育与教育的融合,使得竞技体育人才逐渐从运动员这一单一角色向“学生-运动员”双重角色转变。研究以角色认同为切入口,探讨上海“体教结合”举措下,角色的转变对体育竞技后备人才的影响。选取上海体育学院中国乒乓球学院少年班学员作为“学生-运动员”样本,选取国家乒乓球青年队及部分省市队队员作为职业运动员样本,使用结构化心理测量工具,对比两类受访者在运动与学业上的角色认同、心理倦怠与动机变量的差异。得出:在上海“体教结合”举措下,竞技体育后备人才认同“学生-运动员”双重角色,他们在学业任务中的卷入程度更高;双重角色使运动员在运动任务与学业任务上的主观价值感存在差异,表现出双重角色之间的冲突,但对个体的整体人生规划并不冲突;双重角色之间的转化,对于“学生-运动员”的心理健康存在促进效应。  相似文献   
7.
《Sport Management Review》2019,22(4):513-526
Researchers examining carbon dioxide-equivalent emissions (carbon footprint) in sport have focused on sport events and, to a lesser extent, sport teams, but provided only average or aggregate values. The author takes the perspective of active sport participants and considers the heterogeneity of individual sport participation behavior. Using online surveys, adult active sport participants (n = 6537) in 20 different sports with main residence in Germany were asked to report their sport-travel behavior in 2015, including traveling in the context of regular (weekly) activity, sport competitions/tournaments, league games, day trips, and training camps/vacations. Annual carbon footprints were estimated using information about travel distances and transportation means. The results revealed an average annual carbon footprint of 844 kg of carbon dioxide-equivalent emissions, with individual sports producing more emissions than team/racket sports. Participants in nature sports had the highest emission levels. Regression analyses revealed that environmental consciousness significantly reduced carbon footprint in individual sports, but not in team/racket and nature sports, supporting the existence of an environmental value-action gap. Activity years, club membership, weekly exercise hours, performance level, and income were mainly positively associated with annual carbon footprint, while gender was insignificant. The findings have implications for policy makers and managers in sport associations and clubs.  相似文献   
8.
Within policy discourses, teachers are positioned as objects of reform who enact policies under rational systems of observation and accountability and are, therefore, situated as de-professionalized actors lacking expert knowledge. This research project asks relatively straight-forward questions: If practicing teachers were given a voice in political debates over urban education policy and reform, what would they say? What macro-level policy problems would they identify as being important? Findings indicate the primary policy problems include Systemic Inequity and Bad Policy. The primary policy solutions include, Schools as a Community Resource; Shared Decision-Making; Contextual Goals; and Time, Space and Resources.  相似文献   
9.
Pre-service teachers' attitudes and beliefs about English Learners (ELs) are especially critical as they enter their professions among an increasingly diverse student population. This study uses an Implicit Association Test to explore implicit and explicit beliefs and attitudes of pre-service teachers about ELs. Pre-service teachers from a Southeastern U.S. university hold generally positive implicit beliefs about ELs and express positive expectations for working with ELs and school support. Implicit association test measures have potential as tools for preparing pre-service teachers and evaluating the impact of interventions that seek to improve teachers’ readiness to serve this population.  相似文献   
10.
The article presents an analysis of 93 essays written in an upper secondary school context. The essays were collected in relation to a larger research project, which went on for 5 years in a Danish upper secondary school (2010–2015). The material represents both genders and the students are 15–17 years old. We deploy a theoretical framework taken from Norbert Elias’ notion on established-outsider relations [Elias, N., &; Scotson, J. L. (1994 [1965]). The established and the outsiders. London: SAGE] as well as his use of personal pronouns [Elias, N. (1978). What is sociology? London: Hutchinson, Elias, N. (2001). The society of individuals. New York: The Continuum International Publishing Group] in illustrating how people negotiate, position and navigate within figurational contexts [Elias, N. (1994 [1939]). The civilizing proces. Oxford: Blackwell.]. We do this in an effort to interpret how young people negotiate ‘we-I-relations’ when it comes to their sporting identity. Elias’ processual framework provides a tool for a much needed analysis of how young people continually orientate and develop their sense of selves. The web of human interdependencies and processes of change are key words when it comes to understanding the social practices and doings of the students’ constructions of self-steering. What social scientists may see as laziness and drop-outs of sports [Seippel, Ø. (2016). Prek, vekker og kjedelig? Trening og mening blant ungdom: 1985–2013. In Ø. Seippel, M. K. Sisjord, &; Å Strandbu (Eds.), Ungdom og Idrett. Oslo: Cappelen Damm Akademisk] can in the essays of students be analysed as a struggle for group connectedness and social inclusion in the classroom. The results of our research show that identity is a multiple concept and an ongoing process of emotional work [Elias, N. (1987). On human beings and their emotions: A process-sociological essay. Theory Culture Society, 4, 339–361], but also a power balance of playing and presenting what is imagined as the right performance as not being shamed as outcasts.  相似文献   
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