hierarchy
发表于 2025-3-21 19:19:31
书目名称Schools and Society During the COVID-19 Pandemic影响因子(影响力)<br> http://figure.impactfactor.cn/if/?ISSN=BK0861852<br><br> <br><br>书目名称Schools and Society During the COVID-19 Pandemic影响因子(影响力)学科排名<br> http://figure.impactfactor.cn/ifr/?ISSN=BK0861852<br><br> <br><br>书目名称Schools and Society During the COVID-19 Pandemic网络公开度<br> http://figure.impactfactor.cn/at/?ISSN=BK0861852<br><br> <br><br>书目名称Schools and Society During the COVID-19 Pandemic网络公开度学科排名<br> http://figure.impactfactor.cn/atr/?ISSN=BK0861852<br><br> <br><br>书目名称Schools and Society During the COVID-19 Pandemic被引频次<br> http://figure.impactfactor.cn/tc/?ISSN=BK0861852<br><br> <br><br>书目名称Schools and Society During the COVID-19 Pandemic被引频次学科排名<br> http://figure.impactfactor.cn/tcr/?ISSN=BK0861852<br><br> <br><br>书目名称Schools and Society During the COVID-19 Pandemic年度引用<br> http://figure.impactfactor.cn/ii/?ISSN=BK0861852<br><br> <br><br>书目名称Schools and Society During the COVID-19 Pandemic年度引用学科排名<br> http://figure.impactfactor.cn/iir/?ISSN=BK0861852<br><br> <br><br>书目名称Schools and Society During the COVID-19 Pandemic读者反馈<br> http://figure.impactfactor.cn/5y/?ISSN=BK0861852<br><br> <br><br>书目名称Schools and Society During the COVID-19 Pandemic读者反馈学科排名<br> http://figure.impactfactor.cn/5yr/?ISSN=BK0861852<br><br> <br><br>
assail
发表于 2025-3-21 22:15:40
What Can We Learn from the Educational Effects of the COVID-19 Pandemic?, of schools to society. The chapter introduces the study, examines the educational effects which could have been expected from the pandemic, reviews some of the available empirical evidence about such effects, introduces each chapter, and discusses the theoretical implications of the study.
完成才能战胜
发表于 2025-3-22 00:30:37
http://reply.papertrans.cn/87/8619/861852/861852_3.png
商议
发表于 2025-3-22 05:05:46
Post-Pandemic Crisis in Chilean Education. The Challenge of Re-institutionalizing School Education,its efforts to recover once the health crisis was controlled. We show that the implementation of distance education produced markedly unequal experiences between schools and students, which essentially reinforced pre-existing inequalities and created new ones. This crisis was aggravated by the enorm
jagged
发表于 2025-3-22 11:31:07
,The Switch to Distance Teaching and Learning in Finland During the COVID-19 Pandemic (2020–2022) Well 2022. First, we analyze the preconditions, such as teachers’ and students’ digital competences and the digital infrastructure necessary to switch to distance teaching and learning. Second, we present the results of a survey concerning the organization and experience of teaching and learning durin
边缘
发表于 2025-3-22 14:18:06
,What Japan’s Education Has Lost and Gained After Almost Succeeding in Preventing the Spread of COVIn prevention efforts progressed, and most schools did not close entirely after the second wave. Many schools shortened their summer vacations significantly and held classes, the MEXT distributed one information terminal to each elementary and junior high school student, and the MEXT opened the “Chil
jarring
发表于 2025-3-22 18:19:53
,Understanding Potential Causes of Learning Loss: Teachers’ Perceptions Regarding Educational Challecities and experience. Deep educational inequalities observed in Mexico before the pandemic made this change complex, disproportionately affecting the poorest students and their families. Estimations about the magnitude of the adverse effects of the transition on student learning are now available f
ABIDE
发表于 2025-3-23 00:26:33
The Fragility of the Norwegian Policy Response: How Relying on Digital Infrastructure and Local Autis robust and accessible to the entire population. However, Norway has some painful lessons to learn when evaluating its response to the global pandemic. Key aspects addressed in this chapter are the lack of a national response other than keeping schools open as much as possible, and the results of
drusen
发表于 2025-3-23 04:14:24
http://reply.papertrans.cn/87/8619/861852/861852_9.png
inundate
发表于 2025-3-23 08:00:39
Pandemic Lessons: Story of Cooperation and Competition in Russian Education,ed with each other. The analysis demonstrates that while before COVID-19, Russian schools and Edtechs rarely cooperated with each other, the partnership developed in response to the necessity of an emergency transition to distance learning. The government attempted to establish a nationwide infrastr