Frank A. Ely, Fallon R. Mitchell, Katherine E. Hirsch, Michael Diana, Krista J. Munroe-Chandler, Paula M van Wyk, C. McGowan
{"title":"Resilience and Despair","authors":"Frank A. Ely, Fallon R. Mitchell, Katherine E. Hirsch, Michael Diana, Krista J. Munroe-Chandler, Paula M van Wyk, C. McGowan","doi":"10.52214/cice.v24i2.9212","DOIUrl":"https://doi.org/10.52214/cice.v24i2.9212","url":null,"abstract":"The purpose of the current study was to explore graduate students’ mental health and educational experiences during the COVID-19 pandemic. Graduate students (N = 28) in Canada completed an online survey consisting of both closed- and open-ended questions related to their mental health, degree progress, and access to campus workspace. Data were analyzed using both quantitative and qualitative approaches before being synthesized through a pillar integration joint display to merge study findings. Based on self-report data, approximately 60% of participants were experiencing poor-to-moderate mental health at the time of the survey. Participants also expressed dissatisfaction with online learning and felt uncertain about their degree trajectory due to changes and restrictions associated with the pandemic. Based on the participants’ responses, recommendations for assisting graduate students during the pandemic are presented. Highlighted by these recommendations is the importance of accessing workspace on campus and the challenges associated with university mental health resources. Overall, nearly 16 months into the pandemic, participants’ mental health was negatively impacted by the restrictions. Although the study findings may not be generalizable to all post-secondary institutions, they can be used to inform university administrators regarding the continued challenges facing graduate students during the pandemic.","PeriodicalId":172586,"journal":{"name":"Current Issues in Comparative Education","volume":"97 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114126568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Equity for Multilingual Learners","authors":"Jonas Nordmeyer, Esther Bettney","doi":"10.52214/cice.v24i2.9414","DOIUrl":"https://doi.org/10.52214/cice.v24i2.9414","url":null,"abstract":"During the COVID-19 pandemic, amid the collective necessity to pivot towards new technologies for teaching and learning, many educators expressed concerns about unequal access for multilingual learners. When online learning relies exclusively on English, students and families who navigate school in multiple languages can be excluded. Over the past two years, a focus on the intersection of multilingualism and equity catalyzed connections across the worldwide community of teachers. Global networks such as the WIDA International School Consortium provided an opportunity for educators to connect with, share, and learn from each other as a community of practice. This essay explains how, in an increasingly interdependent world, a global network of schools and scholars co-created a powerful community to both learn from and contribute to dialogue about equity for multilingual learners during the pandemic.","PeriodicalId":172586,"journal":{"name":"Current Issues in Comparative Education","volume":"60 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120919070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Shifting from the Hidden Shadow to the Bright Sunshine under the COVID-19 Pandemic","authors":"Man Ho Adrian Lam","doi":"10.52214/cice.v24i2.9395","DOIUrl":"https://doi.org/10.52214/cice.v24i2.9395","url":null,"abstract":"The sudden and unprecedented outbreak of the global pandemic of coronavirus disease 2019 (COVID-19) has brought along a series of abrupt and sweeping disruptions on almost all learning systems around the world. The pandemic has simultaneously revealed many weaknesses and problems associated with the existing educational model, which serves as a timely reminder that educators should start thinking and doing education in a very different manner. Nonetheless, this does not simply means restoring the long-standing norms, or reorganising and perpetuating existing practices as “back to normal”, but discarding and transforming many obsolete assumptions and conventional operations as “new normal”. As one of the high-performing learning systems around the world throughout the decades, Hong Kong has successfully transitioned from disruptive schooling to “new normal” throughout the pandemic. With the collection of the series of rich experiences and concrete examples emerging and evolving across different layers of Hong Kong’s learning system, this conceptual article aims to shed light on ten key principles in terms of shaping a more responsive, resilient, and sustainable curriculum system for all students to survive or even thrive in the uncertain and unpredictable environment ahead of them.","PeriodicalId":172586,"journal":{"name":"Current Issues in Comparative Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126838425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Uncovering Educational Inequalities","authors":"Katia Diaz","doi":"10.52214/cice.v24i2.9590","DOIUrl":"https://doi.org/10.52214/cice.v24i2.9590","url":null,"abstract":"The following exploratory study addresses the country’s digital learning efforts by reviewing the effectiveness of remote learning during the COVID-19 pandemic. This includes challenges and implications that arose during the implementation process. Conducting semi-structured interviews, the analysis acquired perspectives from the classroom level to the policy-making level. This included perspectives about the country’s education system and the participants’ experiences implementing digital learning strategies. Through these interviews, the analysis identified issues such as lack of priority in teaching and infrastructural problems. As a result, low-income and rural students had little access to digital tools. The findings suggest that remote learning placed a strain on the government’s abilities to provide quality education for all students.","PeriodicalId":172586,"journal":{"name":"Current Issues in Comparative Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132772133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Chile's Digital Learning Strategy During the COVID-19 Pandemic","authors":"Romina Quezada-Morales","doi":"10.52214/cice.v24i2.9495","DOIUrl":"https://doi.org/10.52214/cice.v24i2.9495","url":null,"abstract":"The change from in-person to in-home schooling and the rapid digitalization of the system impacted the access to education and the quality of the outcomes during the pandemic, but the extent to which digital measures helped school administrators to face that impact is difficult to understand without hearing from them directly. To give those who had to adapt to digital learning some voice, this report discusses the experiences of one national education policy expert, one Learning Resources Coordinator in a public school in Northern Chile, and one Technology Coordinator in an elite private school in Santiago during the process of adapting to digital learning. The goal of these semi-structured interviews was to explore the different digital learning strategies among systems and regions at the school-home level, to then compare them with the national vision and the information that official documents and Aprendo en línea provide. The interviews took place from November, 2020, to February, 2021, right between the end of Chile’s 2020 school year and the beginning of the 2021 one. \u0000The findings of the exploration indicate that school administrations, but also the type and position of schools within the education system, determined which digital strategy schools adopted and how successful it was. They further revealed the social disparities that prevailed by the lack of digital tools, but also new socio-educational challenges. In all, current Chilean officers stood out as the ones accountable for addressing the digital divide, which in this case can be understood as those who learned how to use digital tools (US National Telecommunications and Information Administration (NTIA), 1999), and those who are learning to create them. ","PeriodicalId":172586,"journal":{"name":"Current Issues in Comparative Education","volume":"243 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132778769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Junjian Gao, B. Kenyon, Y. Choi, Isaely Echavarria, Hope Jensen Leichter, Ling Qiu
{"title":"Blurred Boundaries","authors":"Junjian Gao, B. Kenyon, Y. Choi, Isaely Echavarria, Hope Jensen Leichter, Ling Qiu","doi":"10.52214/cice.v24i2.9415","DOIUrl":"https://doi.org/10.52214/cice.v24i2.9415","url":null,"abstract":"The unprecedented social disruptions resulting from the COIVD-19 Pandemic have resulted in rapid change within the family and home. This paper uses semi-structured interviews with parents around the globe to examine the following reserach questions: 1. How have the spatial and temporal organizations of learning and working in the home been altered throughout the COVID-19 pandemic? 2. What are the alterations in the educational processes and the role of the family in response to the changes caused by the COVID-19 pandemic? We found that typical boundaries, those between the roles of family members, between work or school and home, and between leisure time and work time have been fundamentally blurred. While some of these boundaries are more porous than others, families report fundamental shifts, temporary and permanent in the way they organize their home and family, spatially and temporally, and the roles they take on within the family.","PeriodicalId":172586,"journal":{"name":"Current Issues in Comparative Education","volume":"56 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128968079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Provision of Learning in Mexico During the COVID-19 Pandemic","authors":"Romina Quezada-Morales","doi":"10.52214/cice.v24i2.9497","DOIUrl":"https://doi.org/10.52214/cice.v24i2.9497","url":null,"abstract":"To understand how Aprende en Casa contributed to the spread of digital learning and the implementation of the Educational Digital Agenda in Mexico, this report presents the analysis of an exploratory study that consisted of three semi-structured interviews. The interviewees for this inquiry were a leader of the Aprende en Casa strategy at SEP, the director of a basic education public school in Tijuana, northern Mexico, and the director of a private pre-school establishment in Mexico City. The interviews were conducted from February to August 2021 and centered on each interviewee's perspectives according to their professional standpoint. This report presents the results according to three topics that complemented each other among the interviews: the duty of the State as the main provide of education, the progress and setbacks in the use of technologies for educational purposes, and the factors that define the digital divide in Mexico. Findings suggest that the digital divide in Mexico cannot be merely understood as the access to devices and the Internet that the US National Telecommunications and Information Administration (NTIA) defined in 1999, but as a holistic set of factors that intervene in the use of technologies: Internet and mobile, social class, economic capital, emotions and perceptions, and public policy, results which are very much in line with Robinson et al. (2015). These factors interact within an already unequal society whose educational backbone is its Secretary of Education, but whose implementation burden ultimately lies on the teaching staff.","PeriodicalId":172586,"journal":{"name":"Current Issues in Comparative Education","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121603873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Culturally Relevant Pedagogy Post-COVID-19","authors":"Kevin Cataldo","doi":"10.52214/cice.v24i2.9393","DOIUrl":"https://doi.org/10.52214/cice.v24i2.9393","url":null,"abstract":"In this essay, through the lens of a novice Latino urban educator of Color, doctoral student, and emerging culturally relevant classroom teacher and teacher educator, I will revisit and critically analyze the three tenets of CRP by situating Ladson-Billings’ theory in the post-COVID 19 era. I examine the tenets of CRP with the following question in mind: What does CRP look like in a classroom post-COVID-19? While analyzing each tenet, I will provide educationalists with reflective questions that they can use to help them re-analyze the need for CRP in schools. I define educationalists as someone who knows various principles and pedagogical practices of teaching (e.g., classroom teachers, school leaders, district leaders, literacy coaches, curriculum writers, and teacher educators).","PeriodicalId":172586,"journal":{"name":"Current Issues in Comparative Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125310199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dawn Brooks DeCosta, Danica Goyens Ward, Michael Cornell
{"title":"Reimagining Education","authors":"Dawn Brooks DeCosta, Danica Goyens Ward, Michael Cornell","doi":"10.52214/cice.v24i2.9399","DOIUrl":"https://doi.org/10.52214/cice.v24i2.9399","url":null,"abstract":"In this paper, a Principal and two lead teachers describe the ways their school community has reimagined the learning environment at their NYC urban, public, K-5 elementary school throughout the COVID-19 pandemic. In March 2020 they were forced to immediately switch to fully remote learning, a platform they had never previously experienced. Since then, they have engaged in hybrid and now fully in person learning through a worldwide pandemic. The school community, whose focus before the pandemic was on social emotional learning and culturally responsive pedagogy, utilized those practices and the strong relationships between staff, students and families in order to persevere. The pandemic disporportionately impacted communities of color, like the one this school community is located in. Other inequalities such as food insecurity, job loss, sickness, financial strain and death impacted the community. Racial trauma and political unrest that was exacerbated during the pandemic also placed a toll on the school community. The staff, families and children of the community joined together with a mission to support one another, strengthen relationships, practice self care, address trauma and crisis, tackle unfinished learning, and focus on celebrating the community wherever possible as a way to find joy, survive and thrive. ","PeriodicalId":172586,"journal":{"name":"Current Issues in Comparative Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125919833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Innovation in Times of Crisis","authors":"Samantha Harrienger","doi":"10.52214/cice.v24i2.9405","DOIUrl":"https://doi.org/10.52214/cice.v24i2.9405","url":null,"abstract":"In a short essay, I will examine the issues that plague education (e.g., achievement gaps, lack of learning materials, and access to learning) and how the COVID-19 pandemic brought them to the public’s attention. I will share my experience teaching during the pandemic and note the importance of seizing the opportunity to correct the inequities that have long afflicted educational institutions. I will explain the challenges of adapting a standards-based curriculum to an online format and how we must use the pandemic as a time of rebirth for America’s education system. ","PeriodicalId":172586,"journal":{"name":"Current Issues in Comparative Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117237893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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