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1.
Scandinavian Journal of Educational Research ; 67(5):725-740, 2023.
Article in English | ProQuest Central | ID: covidwho-20241622

ABSTRACT

This article is based on qualitative and quantitative data collected from teachers and pupils in Danish schools in June 2020, as schools reopened following closures in the spring due to the COVID-19 pandemic. It investigates the transformations in school life that took place in this period in response to strict official guidelines to prevent the spread of infection, transformations both in school learning environments and in teaching activities. Using factor and cluster analyses and logistic regression, it explores the relation between teaching environment and pupils' emotional, social, and academic wellbeing, identifying correlations between key factors in the environment and the three dimensions of wellbeing. The study contributes both to understanding and dealing with the crisis in which education systems in the Nordic countries have found themselves in and adds relevant knowledge on themes of importance for education in the future.

2.
MedieKultur ; 38(73):171-189, 2023.
Article in English | Scopus | ID: covidwho-2315770

ABSTRACT

During the Covid-19 pandemic, digital technologies have come to the forefront of most people's social, professional, and educational lives, and children have, like everyone else, depended on digital media for remote schooling as well as informal communication with their peers. This article presents results from a qualitative interview study among 20 Danish children, aged 3-12, and their parents during the spring and summer of 2020. As would be expected, age predicted a certain level of proficiency with, and access to, digital media technologies. However, children across the age spectrum of our sample relied on adult facilitation of digital practices in similar ways during a time where these were foregrounded in unforeseen ways. We discuss these findings in relation to a triadic theoretical framework of distributed agency, dynamic affordances, and access-oriented aspects of children's practices with communication technology. © 2023 The Author(s).

3.
Scandinavian Journal of Educational Research ; : 1-16, 2022.
Article in English | Taylor & Francis | ID: covidwho-1713308
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