During the COVID-19 global pandemic, there was no precedence set or documented protocol to govern the transition from face-to-face to online teaching. The purpose of this study was to explore middle school administrators' perspectives on their challenges and opportunities when assisting teachers as they transitioned from face-to-face to online…

The volume reevaluates the common notions of a good childhood, which are influenced in various ways by the COVID-19 pandemic. The perspectives of children and adolescents on the pandemic have rarely been the subject of discussion. Thematically, this volume focuses on questions of well-being, inequality, and the familialization of learning. The aim…

Three academics reflect on how to stay positive during the COVID-19 pandemic. Sarah Higginbotham finds that some of her most heartening experiences during this time have been while enacting unrehearsed Zoom Shakespeare plays with colleagues and students. She usually experiences telepresence events as rather flattened interactions, while insulated…

Space is the product of spatial and social relations (Massey 2005). Educators are constantly moving in and out of physical or virtual spaces in classrooms. In geography education particularly, space is integral to teaching and learning. For example, students situate spatial knowledge within social contexts to make sense of geographical concepts…

The study explored teacher educators' experiences in navigating the process of responding to disruptive education due to the COVID 19 pandemic. From a complexity theory lens, the concept of simplex system was used to examine three teacher educators' narratives on their teaching experiences prior to, during and post pandemic, as they responded to…

During the COVID-19 pandemic, there was perhaps no group of students better prepared to make the switch to online learning than Gen Z. Research supports the fact that Gen Z adapts quickly to and enjoys technology integration in educational spaces (Barber, 2020; Mellman, 2020; Pavao, 2020; Strawser, 2020), yet no research has explored how at-risk…

This article engages with the sudden pivot to online learning and research in a Toronto high school drama classroom during the COVID pandemic, revealing a complex portrait of youth, connection, and the digital world at a time of physical distancing. In light of these shifting 'personal geographies', we reflect on what drama practices might be…

School principals were required to engage in crisis leadership throughout New Zealand's first seven-week COVID-19 lockdown in March 2020. Eighteen school principals from a range of secondary schools were interviewed about their experiences. The challenges they faced included preparing students and teachers for online teaching and learning for an…

The present study focuses on the impact of SARS-CoV-2 (COVID-19) transmission prevention measures and, in particular, home confinement of families with children with autism spectrum disorder (ASD) in Greece. It is assumed that the implemented new measures during the pandemic constitute a profound change for children on the spectrum, considering…

In the early months of the COVID-19 pandemic, the United States was brought to a virtual standstill. National, state, and local governments, as well as the private sector, took stark measures to stem new cases of COVID-19 and "flatten the curve." Among these measures were the closure of in-person classes at schools and universities and…

This report offers a framework for districts to use in their preparation to provide quality instruction through distance and blended models. In the wake of COVID-19, "teaching as usual" will be neither possible nor sufficient to meet students' needs because California's schools have experienced disruptions to each aspect of the…