COVID-19-related school closures worldwide had an enormous impact on literacy instruction and learning. In this article, we share an overview of what research tells us about what happened to elementary learners' reading comprehension during these school closures and what reading comprehension instruction looked like in homes and schools during…

Since 2020, the federal government has distributed almost $2 billion to American school districts to mitigate the effects of COVID-19 pandemic school closures. Released in three separate tranches through the Elementary and Secondary School Emergency Relief (ESSER) fund, the Trump and Biden administrations outlined parameters for spending this…

The paper examines the impact of the coronavirus disease 2019 (COVID-19) pandemic on school-age children and their families. Changes to their daily lives were examined through the lens of their physical, mental, and emotional well-being. An analysis of current literature was conducted examining the emerging research on the pandemic's effects on…

During the 2020-21 school year, Wisconsin districts applied to the Department of Public Instruction for waivers to respond to the evolving public health pandemic. This analysis, which focuses on districts utilizing Hours of Instruction and Length of School Day flexibilities, was designed to take stock of what was learned during this unusual year…

At the beginning of 2020, the COVID-19 pandemic surprised the world, affecting activities that promote attendance, including abruptly impacting the education area. Educational institutions, from preschool to university, were required to adopt alternative teaching methods to continue their activities. Distance learning has been adopted by educators…

We are approaching the 20-month mark on the historic closure of school buildings and the move to remote instruction doe to the COVID-19 pandemic. Public health directives currently allow options for remote, online, blended, and fully in-person educational delivery in some parts of the world, but there is still a need for precautions and vigilance.…

Through no fault of our own, higher education and the world writ large were metaphorically without vision and clarity of sight for the initial few months of the COVID-19 global health crisis as we all tried to stand up protocols, processes, and systems to better identify how our institutions could continue forward safely -- supporting both our…

It is considered an axiom that the national education system is expected to render a service during the real and ever-changing educational needs of a given nation. Typically, the primary functioning is characterised by the provisioning of an educationally determined pathway for each student according to their specific contexts. A real state of…

Federal funding to support K-12 schools in responding to and recovering from the pandemic is primarily provided through the Elementary and Secondary School Emergency Relief (ESSER) fund, established through the Coronavirus Aid, Relief, and Economic Security (CARES) Act, Pub. L. No. 116-136 on March 27, 2020. This Annual Performance Report covers…

A global perspective of education, special education, rural communities, and non-traditional instruction is provided for two countries. Both Turkey and Australia have responded to the COVID-19 global pandemic in similar yet, different ways. Through the tale of two countries navigating the rapid response to school closure for students with…

Indefinite school closures have left some school districts unprepared to manage the necessary provisions to provide an equitable education for all students. As learning hubs were launched for at-home learning guided by parents and students, accommodations for English Learners (EL), students with disabilities, and students receiving Special…

In this paper, we explore the improvisations made in examination practices in higher education during the pandemic of 2020. Drawing on STS, we start from the theoretical assumption that examinations constitute an obligatory passage point in universities and colleges: a sacred point which students need to pass if they want to gain recognized…

Using data from the School Survey on Crime and Safety (SSOCS), this report presents findings both on crime and violence in U.S. public schools and on the practices and programs schools have used to promote school safety. SSOCS collects data from public school principals about violent and nonviolent crimes in their schools. The survey also collects…

The February 2011 Canterbury earthquake was a dramatic reminder of the need for schools to have emergency management plans in place. A number of other disaster and hazard events have historically caused New Zealand schools to close temporarily, and often within a short time frame. At such times principals must act decisively and communicate…