Download Free Strategies For Student Support During A Global Crisis Book in PDF and EPUB Free Download. You can read online Strategies For Student Support During A Global Crisis and write the review.

When a global crisis impacts nearly every industry, education is always one of the most impacted as students and faculty must frantically try to maintain their educational programs throughout uncertain times. Beyond the educational courses themselves being shifted online or to hybrid approaches, there must be a focus on the impact on students as well. With newfound ways of learning, new online environments, and new methods for teaching, students are greatly impacted by the changing face of education. The traditional ways in which students have been served and assisted have changed rapidly, and to make matters even more challenging, students must handle both living in a time of crisis while adapting to swift educational transformations. The dissemination of best practices and maintaining student success during global crises is an area of research that is not only growing in interest but is critical in pandemic times. Strategies for Student Support During a Global Crisis reflects on how educational professionals have worked with students during global crises, how serving and teaching students have been impacted, and the best practices for student success in both online education and hybrid formats. The chapters will include topics such as mentoring models, teaching methods, educational technologies, teacher insights, academic support services, and more. This book is ideal for educational professionals, leaders, school administration, teachers, teacher educators, practitioners, stakeholders, researchers, academicians, and students interested in the best strategies for supporting students and promoting student success during global crises.
"The global disruption to education caused by the COVD-19 pandemic is without parallel and the effects on learning are severe. The crisis brought education systems across the world to a halt, with school closures affecting more than 1.6 billion learners. While nearly every country in the world offered remote learning opportunities for students, the quality and reach of such initiatives varied greatly and were at best partial substitutes for in-person learning. Now, 21 months later, schools remain closed for millions of children and youth, and millions more are at risk of never returning to education. Evidence of the detrimental impacts of school closures on children's learning offer a harrowing reality: learning losses are substantial, with the most marginalized children and youth often disproportionately affected. Countries have an opportunity to accelerate learning recovery and make schools more efficient, equitable, and resilient by building on investments made and lessons learned during the crisis. Now is the time to shift from crisis to recovery - and beyond recovery, to resilient and transformative education systems that truly deliver learning and well-being for all children and youth."--The World Bank website.
Based on twenty case studies of universities worldwide, and on a survey administered to leaders in 101 universities, this open access book shows that, amidst the significant challenges caused by the COVID-19 pandemic, universities found ways to engage with schools to support them in sustaining educational opportunity. In doing so, they generated considerable innovation, which reinforced the integration of the research and outreach functions of the university. The evidence suggests that universities are indeed open systems, in interaction with their environment, able to discover changes that can influence them and to change in response to those changes. They are also able, in the success of their efforts to mitigate the educational impact of the pandemic, to create better futures, as the result of the innovations they can generate. This challenges the view of universities as "ivory towers" being isolated from the surrounding environment and detached from local problems. As they reached out to schools, universities not only generated clear and valuable innovations to sustain educational opportunity and to improve it, this process also contributed to transform internal university processes in ways that enhanced their own ability to deliver on the third mission of outreach
This open access edited volume is a comparative effort to discern the short-term educational impact of the covid-19 pandemic on students, teachers and systems in Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, the United Kingdom and the United States. One of the first academic comparative studies of the educational impact of the pandemic, the book explains how the interruption of in person instruction and the variable efficacy of alternative forms of education caused learning loss and disengagement with learning, especially for disadvantaged students. Other direct and indirect impacts of the pandemic diminished the ability of families to support children and youth in their education. For students, as well as for teachers and school staff, these included the economic shocks experienced by families, in some cases leading to food insecurity and in many more causing stress and anxiety and impacting mental health. Opportunity to learn was also diminished by the shocks and trauma experienced by those with a close relative infected by the virus, and by the constrains on learning resulting from students having to learn at home, where the demands of schoolwork had to be negotiated with other family necessities, often sharing limited space. Furthermore, the prolonged stress caused by the uncertainty over the resolution of the pandemic and resulting from the knowledge that anyone could be infected and potentially lose their lives, created a traumatic context for many that undermined the necessary focus and dedication to schoolwork. These individual effects were reinforced by community effects, particularly for students and teachers living in communities where the multifaceted negative impacts resulting from the pandemic were pervasive. This is an open access book.
Lead students through powerful learning experiences with Reinventing Project-Based Learning, a guide for educators, administrators and professional development specialists who want to make the shift to a more student-driven learning model. Explore proven strategies for overcoming the limitations of the traditional classroom, including a wealth of technology tools for inquiry, collaboration and global connection to support this new vision of instructional design.
A comprehensive look at the promise and potential of online learning In our digital age, students have dramatically new learning needs and must be prepared for the idea economy of the future. In Getting Smart, well-known global education expert Tom Vander Ark examines the facets of educational innovation in the United States and abroad. Vander Ark makes a convincing case for a blend of online and onsite learning, shares inspiring stories of schools and programs that effectively offer "personal digital learning" opportunities, and discusses what we need to do to remake our schools into "smart schools." Examines the innovation-driven world, discusses how to combine online and onsite learning, and reviews "smart tools" for learning Investigates the lives of learning professionals, outlines the new employment bargain, examines online universities and "smart schools" Makes the case for smart capital, advocates for policies that create better learning, studies smart cultures
This edited volume offers an updated picture and state-of-the-art regarding the challenges faced by universities all over the world derived from the COVID-19 pandemic and discusses the strategies designed and put in play by the universities to move forward in times of confinement and prospects of new modes of functioning in the aftermath of this exceptional global situation.
Pedagogy for talented students is a widely discussed area in the field of gifted education. Much debate exists over the instruction required to meet the unique learning needs of the gifted. The learning experiences focused on the strategies of yesterday are no longer sufficient to address the thinking demanded by the innovations of tomorrow. Interdisciplinary connections are a critical component of innovation and must be a cornerstone of learning for the gifted. Innovation requires interdisciplinary thinking that is adaptable and not anchored to a specific context. Practices That Promote Innovation for Talented Students curates cutting-edge, high-leverage practices that develop innovation and inquiry in talented learners and highlights the belief that the future of education requires a shift from teacher-centered strategies to student-centered high-leverage practices that are interdisciplinary and function across educational contexts. Covering key topics such as teaching advocacy, creative thinking, and student learning communities, this reference work is ideal for industry professionals, policymakers, administrators, researchers, scholars, academicians, practitioners, instructors, and students.
Student wellbeing is foundational to academic success. One recent survey of postsecondary educators found that nearly 80 percent believed emotional wellbeing is a "very" or "extremely" important factor in student success. Studies have found the dropout rates for students with a diagnosed mental health problem range from 43 percent to as high as 86 percent. While dealing with stress is a normal part of life, for some students, stress can adversely affect their physical, emotional, and psychological health, particularly given that adolescence and early adulthood are when most mental illnesses are first manifested. In addition to students who may develop mental health challenges during their time in postsecondary education, many students arrive on campus with a mental health problem or having experienced significant trauma in their lives, which can also negatively affect physical, emotional, and psychological wellbeing. The nation's institutions of higher education are seeing increasing levels of mental illness, substance use and other forms of emotional distress among their students. Some of the problematic trends have been ongoing for decades. Some have been exacerbated by the COVID-19 pandemic and resulting economic consequences. Some are the result of long-festering systemic racism in almost every sphere of American life that are becoming more widely acknowledged throughout society and must, at last, be addressed. Mental Health, Substance Use, and Wellbeing in Higher Education lays out a variety of possible strategies and approaches to meet increasing demand for mental health and substance use services, based on the available evidence on the nature of the issues and what works in various situations. The recommendations of this report will support the delivery of mental health and wellness services by the nation's institutions of higher education.
The mission of higher education in the 21st century must address the reconciliation of student learning and experiences through the lens of indigenous education and frameworks. Higher learning institutions throughout the oceanic countries have established frameworks for addressing indigeneity through the infusion of an indigenous perspectives curriculum. The incorporation of island indigenous frameworks into their respective curriculums, colleges, and universities in the oceanic countries has seen positive impact results on student learning, leading to the creation of authentic experiences in higher education landscapes. Learning and Reconciliation Through Indigenous Education in Oceania discusses ways of promoting active student learning and unique experiences through indigenous scholarship and studies among contemporary college students. It seeks to provide an understanding of the essential link between practices for incorporating island indigenous curriculum, strategies for effective student learning, and course designs which are aligned with frameworks that address indigeneity, and that place college teachers in the role of leaders for lifelong learning through indigenous scholarship and studies in Oceania. It is ideal for professors, practitioners, researchers, scholars, academicians, students, administrators, curriculum developers, and classroom designers.