审查远程学习指导文件中的教育连续性：对伯利兹教育部回应 COVID-19 的内容分析

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH

Management in Education Pub Date : 2024-04-13 DOI:10.1177/08920206241245837

Ethel Mae Arzu

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引用次数: 0

摘要

本文研究了伯利兹教育、文化、科学和技术部在 2019-2020 学年学校停课期间制定的远程学习指南文件中的教育连续性。本文收集并分析了该部为应对大流行病造成的学校停课而特意编写的文件。分析得出的四个主题--获取技术、家庭学习和资源、持续专业发展以及教学规划和学术政策的调整--描述了在 2019-2020 学年学校关闭期间，教育部关于远程学习的指导文件如何支持伯利兹教育的连续性。分析还显示，教育部的可及性工作在很大程度上依赖于低技术或无技术模式，以确保应对大流行病的教育连续性。

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Examining educational continuity in distance learning guidance documents: A content analysis of the Ministry of Education response to COVID-19 in Belize

This article examines educational continuity in distance learning guidance documents developed by the Ministry of Education, Culture, Science and Technology in Belize during school closure for the 2019–2020 school year. Documents that were purposefully developed as part of the ministry's response to school closure because of the pandemic were collected and analyzed. The four themes that emerged from the analysis—access to technology, home-based learning and resources, continuing professional development, and adjustments to instructional planning and academic policies—describe how the ministry's guidance documents on distance learning supported educational continuity in Belize during school closure for the 2019–2020 school year. The analysis also reveals that the ministry’s reachability effort relied heavily on low or no-tech modalities to ensure educational continuity in response to the pandemic.

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来源期刊

Management in Education Social Sciences-Education

CiteScore

3.00

自引率

7.70%

发文量

期刊介绍： Management in Education provides a forum for debate and discussion covering all aspects of educational management. We therefore welcome a range of articles from those dealing with day-to-day management to those related to national policy issues. Our peer review policy helps to enhance the range and quality of the articles accepted supporting those new to publication and those that are more expereienced authors. We publish research findings, opinion pieces and individual stories and our contributors come from all sectors of education.