Recovering Lost Learning Due to COVID 19: Expanding Enrichment Opportunities in an Urban School District

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education and Urban Society Pub Date : 2022-11-16 DOI:10.1177/00131245221137574

Andrew J. Koonce

引用次数: 0

Abstract

In the midst of the pandemic, this school district made a significant investment with recovery dollars to expand enrichment opportunities in art, music, and physical education for students in their K-8 schools. The hypothesis was increasing the quality and quantity of these opportunities, the school district would increase student engagement, lead to more empathetic and joyful learning environments, and create more time for teacher preparation and collaboration. There were a number of challenges in planning and implementation that district leaders and principals had to overcome in order to see this initiative come to fruition. Early results show some promising trends and anecdotes indicate that students are participating in extracurricular experiences that they never would have been exposed to without these opportunities.

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恢复因新冠肺炎而失去的学习19：扩大城市学区的丰富机会

在疫情期间，该学区用恢复资金进行了重大投资，为K-8学校的学生扩大了艺术、音乐和体育教育的丰富机会。该假设是增加这些机会的质量和数量，学区将增加学生的参与度，创造更具同理心和快乐的学习环境，并为教师的准备和合作创造更多的时间。为了实现这一举措，地区领导人和校长必须克服规划和实施方面的一些挑战。早期的研究结果显示，一些有希望的趋势和轶事表明，学生们正在参与课外活动，如果没有这些机会，他们永远不会接触到这些活动。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Education and Urban Society Multiple-

CiteScore

3.00

自引率

8.30%

发文量

期刊介绍： Education and Urban Society (EUS) is a multidisciplinary journal that examines the role of education as a social institution in an increasingly urban and multicultural society. To this end, EUS publishes articles exploring the functions of educational institutions, policies, and processes in light of national concerns for improving the environment of urban schools that seek to provide equal educational opportunities for all students. EUS welcomes articles based on practice and research with an explicit urban context or component that examine the role of education from a variety of perspectives including, but not limited to, those based on empirical analyses, action research, and ethnographic perspectives as well as those that view education from philosophical, historical, policy, and/or legal points of view.lyses.