你太谦虚
发表于 2025-3-21 19:56:52
书目名称Improving National Education Systems After COVID-19影响因子(影响力)<br> http://figure.impactfactor.cn/if/?ISSN=BK0476051<br><br> <br><br>书目名称Improving National Education Systems After COVID-19影响因子(影响力)学科排名<br> http://figure.impactfactor.cn/ifr/?ISSN=BK0476051<br><br> <br><br>书目名称Improving National Education Systems After COVID-19网络公开度<br> http://figure.impactfactor.cn/at/?ISSN=BK0476051<br><br> <br><br>书目名称Improving National Education Systems After COVID-19网络公开度学科排名<br> http://figure.impactfactor.cn/atr/?ISSN=BK0476051<br><br> <br><br>书目名称Improving National Education Systems After COVID-19被引频次<br> http://figure.impactfactor.cn/tc/?ISSN=BK0476051<br><br> <br><br>书目名称Improving National Education Systems After COVID-19被引频次学科排名<br> http://figure.impactfactor.cn/tcr/?ISSN=BK0476051<br><br> <br><br>书目名称Improving National Education Systems After COVID-19年度引用<br> http://figure.impactfactor.cn/ii/?ISSN=BK0476051<br><br> <br><br>书目名称Improving National Education Systems After COVID-19年度引用学科排名<br> http://figure.impactfactor.cn/iir/?ISSN=BK0476051<br><br> <br><br>书目名称Improving National Education Systems After COVID-19读者反馈<br> http://figure.impactfactor.cn/5y/?ISSN=BK0476051<br><br> <br><br>书目名称Improving National Education Systems After COVID-19读者反馈学科排名<br> http://figure.impactfactor.cn/5yr/?ISSN=BK0476051<br><br> <br><br>
prodrome
发表于 2025-3-21 23:22:25
2570-0251 form in education.Discusses what countries can now do to imp.This open access book compares and analyses the results in twelve countries of the two latest international student assessments: Progress in International Reading Literacy Study 2021 (PIRLS) and the Programme for International Student Asse
诱导
发表于 2025-3-22 00:32:39
http://reply.papertrans.cn/48/4761/476051/476051_3.png
insomnia
发表于 2025-3-22 07:11:25
http://reply.papertrans.cn/48/4761/476051/476051_4.png
Strength
发表于 2025-3-22 09:27:09
PIRLS 2021 and PISA 2022 Statistics Show How Serious the Pandemic Losses Are, to be streamlined and made more rigorous and better structured; the assessment, which needs to be regular, frequent, and to combine national standardized testing with formative tools; and the targeted support for struggling students.
podiatrist
发表于 2025-3-22 13:41:50
The Netherlands: Comprehension of Basic Skills and Covid-19,rformance. The international comparisons show a larger decrease than the national data, for which there are many possible reasons, such as different age groups and types of tests. However, the overall picture from all sources shows that there is still a lot of progress to be made in the Netherlands.
忘恩负义的人
发表于 2025-3-22 20:42:18
South Africa: COVID-19 Learning Losses and Attempts at Recovery in a Poorly Performing and Unequal rated student progression but failed to address learning deficits, raising concerns about the affected cohorts’ educational and labour market prospects. Insufficient funding and coordination of targeted recovery strategies hinder learning recovery.
无礼回复
发表于 2025-3-22 21:48:27
http://reply.papertrans.cn/48/4761/476051/476051_8.png
admission
发表于 2025-3-23 05:02:10
Chile: From Closure to Recovery: Tracing the Educational Impact of COVID-19,and math and reading scores. Our findings show that, on average, students’ attendance rates and math and reading scores experienced a decline, while their annual GPA increased after 2020. The results also show that school closures affect students differently depending on their demographic and socioeconomic backgrounds.
ANNUL
发表于 2025-3-23 05:45:46
,Estonia: The Impact of Covid-19 on Education in Estonia—What Have We Learned from PISA 2022 and Natgh levels of student performance in all domains of assessment. In this chapter we look at pre and post Covid-19 data about the aspects of equity, performance and well-being as seen by the national and international studies for Estonia.