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1.
Children (Basel) ; 9(11)2022 Oct 28.
Article in English | MEDLINE | ID: covidwho-2090024

ABSTRACT

The aim of this research is to describe the evolution of the pandemic in a school context, following the introduction of school nurses into the educational setting. BACKGROUND: The first wave of COVID-19 in Spain prevented social interaction by imposing lockdowns on the population. All non-essential activities, including face-to-face education, were interrupted, affecting the school-aged population during the second and third trimester of the 2019/2020 school year. Schools are places where prevention, identification and case management measures should be rapidly implemented. METHODS: This is a prospective and descriptive study using a quantitative method to study the school population of Granada and its province during the school year 2020/2021, from September 2020 to May 2021. The study participants were all schools under the jurisdiction of the Territorial Delegation of Education of Granada, whether public, private, state-subsidised or charter schools, including all educational stages. RESULTS: The confirmation rate in Granada city (11.2%), in contrast to the Andalusian average (6.9%), places Granada as the province with the highest incidence rate. The infection rates among teachers show the same confirmation rate as the general population of Granada (9%); however, among students this rate is lower (7%). There is a higher incidence of outbreaks taking place outside school and a lower incidence of outbreaks occurring within the school environment. Both partial and total outbreaks are more frequent in early childhood education. CONCLUSION: The early identification and management of reported suspected cases of COVID-19 in schools is proving effective in preventing infection in the school population, achieving good pandemic control in schools, and reducing the number of outbreaks and people affected. Schools have been confirmed to be safe. Establishing screening for asymptomatic schoolchildren could be a tool to improve control in schools.

2.
Apuntes-Revista De Ciencias Sociales ; JOUR(92):125-149, 49.
Article in Spanish | Web of Science | ID: covidwho-2083007

ABSTRACT

Collaborative relationships in Education have been impacted by the advancement of the COVID-19 pandemic in various latitudes of the world, making it important to explore its impact in Latin American contexts This study analyzes the impact of the pandemic on collaboration patterns of three schools in Chile. The analysis has an exploratory descriptive approach, following a Social Network Analysis (SNA) methodology, which allows the quantification of changes in collaborative relationships between the 77 schools members being analyzed. The results show that collaboration patterns changed during the pandemic, highlighting a wider distribution among educational actors' positions and roles, and showing that the socio-sanitary emergency had an impact on their collaborative relationships.

3.
Apuntes-Revista De Ciencias Sociales ; JOUR(92):85-123, 49.
Article in Spanish | Web of Science | ID: covidwho-2082698

ABSTRACT

This article delves into the processes of school autonomy that emerged at the beginning of the COVID-19 pandemic, from the lenses given by the analysis of the policy cycle of the federal government intervention to secure the continuity in distance education. Through a documentary review of academic literature and official documents, as well as interviews and focus groups with figures of basic and upper secondary education, it is concluded that, historically, school autonomy has been a diffuse political project in Mexico and that it was not a present axis in the government's response to the emergency. However, some school communities have demanded recognition of their autonomy to decide and act collectively.

4.
SSRN;
Preprint in English | SSRN | ID: ppcovidwho-346248

ABSTRACT

This study examines the level of vulnerability of Islamic boarding school-based education patterns in the midst of the Covid-19 pandemic from a crisis management perspective. The method used in the research is a qualitative method with a literature study approach, where the data sources are collected from library sources while the approach used is sociological, while the theory used is crisis management. The findings in this study are that the spread of the COVID-19 pandemic has proven the vulnerability of Islamic boarding school-based education patterns. Crisis management is indispensable for Islamic boarding school-based education. This research is expected to contribute to efforts to improve the pattern of education management, especially for Islamic boarding schools that provide education

5.
SSRN;
Preprint in English | SSRN | ID: ppcovidwho-346247

ABSTRACT

This research examines the resilience level of Islamic boarding school education during the Covid-19 pandemic. This type of research is library research with qualitative methods. Data were collected from library sources with a sociological approach. The theory used is crisis management. The findings of this study are, as follows: First, Islamic boarding school-based education is vulnerable to external disturbances, including the Covid-19 pandemic. Second, Islamic boarding school-based education in Indonesia has diverse resilience in faced of a pandemic, therefore some are carried away by the government's political policies, while others are trying to survive. Third, the pros and cons of Islamic boarding school policies revolve around technical strategies to respond to the pandemic situation as well as in responding to government policies. Fourth, the urgency of crisis management for Islamic boarding school-based education. This research contributes efforts to improve Indonesia-based education management in general, and to structuring a better crisis management foundation for the world of Islamic boarding school education.

6.
Rev. Univ. Ind. Santander, Salud ; 53: e21018, dic. 2021. tab
Article in Spanish | WHO COVID, LILACS (Americas) | ID: covidwho-2081179

ABSTRACT

Resumen Introducción: La pandemia por SARS-CoV-2 generó el cierre de los colegios y el inicio de la educación virtual, como medida para disminuir la propagación del virus. Rápidamente, se planteó el regreso a los colegios; sin embargo, es probable que exista un rechazo de los padres por el regreso a clases de forma presencial o mediante alternancia. Por esta razón, se evaluaron los factores asociados a esta oposición. Material y métodos: Se realizó un estudio analítico de corte transversal mediante una encuesta, dirigida a padres que acuden a consultorios con sus hijos en varias ciudades de Colombia. Se determinó el porcentaje de padres que deseaban mantener la escolarización mediante la virtualidad y los factores asociados que motivan a no aceptar el pronto retorno a clases presenciales. Se realizó un análisis de regresión binomial para estimar razones de prevalencia (RP), ajustado a la edad de los padres, tomando como variable dependiente la aceptación de la virtualidad como estrategia para no regresar a los colegios, y se determinaron los factores de mayor importancia en la no aceptación del retorno a clases. Resultados: El 81,06 % de los padres no acepta el retorno a clase de forma presencial. El principal factor asociados a esta decisión fue que alguno de los padres presentara alguna comorbilidad, principalmente, hipertensión y obesidad. Tener hijos mayores de 10 años (RP: 2,64: IC 95 %: 1,48-4,72), convivir con personas mayores de 70 años (RP: 2,2; IC 95 %; 1,46-3,29) y conocer alguna persona fallecida por COVID-19 (RP: 1,86; IC 95 %: 1,42-2,44) también fueron asociadas a no aceptar el retorno a clase presencial. Conclusiones: Existe una clara tendencia a mantener la virtualidad como opción educativa en Colombia para el no regreso a clases presenciales en población de estrato medio y alto. Los factores asociados sugieren una forma de protección familiar. Esta evidencia debe considerarse específica para el periodo de recolección de datos y el grupo incluido en el estudio. Se requieren estudios en los estratos socioeconómicos más bajos, donde se supone ocurren más efectos adversos asociados al no retorno a clases presenciales.


Abstract Introduction: The SARS-CoV-2 pandemic led to the closure of schools and the beginning of virtual education, as a measure to reduce the spread of the virus. Shortly after, there was a planned return to in-person learning, however, there existed the possibility of parents rejecting the notion of returning to in-person learning or a hybrid model of in-person and online learning, there is likely a rejection of parents to return to classes in person. For this reason, the factors possibly associated with this opposition were evaluated. Material and methods: A cross-sectional analytical study was carried out through an online survey aimed at parents who attend private clinics with their children, in several cities of Colombia. The percentage of parents who wished to maintain their children's schooling through virtuality and the factors associated with not accepting the prompt return to face-to-face classes were determined. A binomial regression analysis, to estimate Prevalence Ratios (PR), adjusted for the age of the parents was carried out, taking as a dependent variable the acceptance of virtuality as a strategy for not returning to school and the most important factors in the non-acceptance of returning to school were determined. Results: 81.06% of the parents did not accept the return to class in person. The main factors associated with this decision were that one of the parents had some comorbidity, mainly hypertension and obesity. Having children older than 10 years (PR: 2.64; 95% CI: 1.48-4.72), living with people older than 70 years (PR: 2.2; 95% CI;1.46-3.29), and knowing someone who died from COVID-19 (PR: 1.86; 95% CI 1.42- 2.44) were associated with not accepting the return to face classes. Conclusions: There is a clear tendency to maintain virtuality as an educational option in Colombia for not returning to face-to-face classes in the middle and upper stratum population. Associated factors suggest a form of family protection. This evidence should be considered specific for the data collection period and the group included in the study. Studies are required in the lowest socioeconomic strata, where it is assumed that there are more adverse effects associated with not returning to face-to-face classes.

7.
Ind Health ; 2022 Oct 20.
Article in English | MEDLINE | ID: covidwho-2080052

ABSTRACT

A school teacher's job is considered one of the most stressful occupations globally. The coronavirus disease 2019 pandemic has posed further challenges for school teachers. This study aimed to examine the effects of the pandemic on primary school teachers' stress responses in Japan. We analyzed the data from a nationwide survey of public-school teachers conducted between June 2019 and December 2021. The total numbers of participants were 65,968 in 2019, 72,248 in 2020, and 75,435 in 2021. Working hours and perceived main stressors as well as stress response scores were assessed. Contrary to expectations, the results showed that the stress response scores in primary school teachers did not increase in the first year of the pandemic. Rather, the stress response scores and the proportion of high-stress teachers significantly decreased from the pre-pandemic year (2019) to the first year of the pandemic (2020). However, the stress response scores showed a rising trend in the second year of the pandemic (2021). Participants' working hours decreased from 2019 to 2021. The findings in relation to main stressors matched these trends. Continuous monitoring of teachers' stress levels is recommended both during and after the pandemic.

8.
BMC Public Health ; 22(1): 1921, 2022 10 15.
Article in English | MEDLINE | ID: covidwho-2079404

ABSTRACT

BACKGROUND: The age-specific distribution of SARS-CoV-2 cases in schools is not well described. Reported statistics reflect the intensity of community transmission while being shaped by biases from age-dependent testing regimes, as well as effective age-specific interventions. A case surveillance system was introduced within the Flemish school and health-prevention network during the 2020-2021 school year. We present epidemiological data of in-school reported cases in pre-, primary and secondary schools identified by the case surveillance system, in conjunction with test data and community cases from October 2020 to June 2021. METHODS: We describe the development of the surveillance system and provide the number of reported cases and standardized rates per grade over time. We calculated absolute and relative differences in case incidence according to school grade (primary: grades 1-6, and secondary: grades 7-12) using grades 7-8 as a comparator, relating them to non-pharmaceutical infection prevention interventions. Cumulative population incidences (IP) stratified by age, province and socioeconomic status (SES) of the school population are presented with their 95% confidence intervals (CI). RESULTS: A total of 59,996 COVID-19 cases were reported in the school surveillance system, with the highest population adjusted IP in grade 11-12 of 7.39% (95%CI 7.24-7.53) and ranging from 2.23% to 6.25% from pre-school through grade 10. Age-specific reductions in mask introduction and in-person teaching were temporally associated with decreased case incidence, while lower pupil SES was associated with an increase in cumulative cases (excess 2,739/100,000 pupils compared to highest SES tertile). Community testing volumes varied more for children compared to adults, with overall higher child test-positivity. Holidays influence capturing of cases by the system, however efficiency increased to above 75% after further automation and integration in existing structures. CONCLUSION: We demonstrate that effective integration of case surveillance within an electronic school health system is feasible, provides valuable data regarding the evolution of an epidemic among schoolchildren, and is an integral component of public health surveillance and pandemic preparedness. The relationship towards community transmission needs careful evaluation because of age-different testing regimens. In the Flemish region, case incidence within schools exhibited an age gradient that was mitigated through grade-specific interventions, though differences by SES remain.


Subject(s)
COVID-19 , Adult , COVID-19/epidemiology , Child , Child, Preschool , Data Collection , Humans , SARS-CoV-2 , Schools , Schools, Public Health
9.
Adapt Phys Activ Q ; : 1-16, 2022 Oct 17.
Article in English | MEDLINE | ID: covidwho-2078691

ABSTRACT

This study aimed to examine the associations between perceived social support, perceived competence, and physical activity in children with physical and intellectual disabilities during the COVID-19 pandemic. During the third wave of the pandemic in Hong Kong (i.e., July through December 2020), 291 participants age 6-17 years from 27 special schools were included. After controlling for demographic variables, the total variance explained by perceived social support and perceived competence was 24%, F(2, 240) = 12.42, p < .001, with perceived competence having a stronger association with physical activity (ß = 0.29, p < .001) than perceived social support (ß = 0.07, p = .22). This study highlights two key facilitators for shaping physical activity involvement among children with disabilities during the COVID-19 pandemic.

10.
Logoped Phoniatr Vocol ; : 1-9, 2022 Oct 18.
Article in English | MEDLINE | ID: covidwho-2077445

ABSTRACT

Background: The health measures imposed by COVID-19 on workplaces created adverse communication settings. Our cross-sectional study aimed to document the nature and severity of the vocal difficulties experienced by educational professionals a few weeks after the implementation of health measures in schools and early childhood settings in Quebec, Canada while teaching in class.Methods: To this end, we conducted a self-report survey containing nine close-ended questions and one open-ended question regarding self-reported vocal difficulties and the implementation of health measures. The survey was answered by 194 educational professionals in October 2020.Results: Since the introduction of the health measures, respondents reported often or always: having difficulty making themselves heard (66.5%), needing to strain their voice (68.1%), having throat pain after work (38.1%), and being concerned about their vocal health (25.2%). 35.6% perceived that their voice changed moderately or a lot and 75.3% did not feel equipped to take care of their vocal health. Fisher's exact tests revealed the difficulties overall were more present in women (p < 0.05).Discussion: The qualitative analysis of open-ended question answers shows a circular process at play, where the vocal responses to the COVID-19-induced communication barriers contribute to creating more problematic communication settings, thus increasing the challenges for vocal health. Better equipping the professionals to take care of their vocal health by developing resources in their professional settings to help them face vocal challenges in both every day as well as extreme situations, should be a priority.

11.
Acad Pediatr ; 2022 Sep 11.
Article in English | MEDLINE | ID: covidwho-2075832

ABSTRACT

OBJECTIVE: No studies have examined school-nurse visits related to mental health (MH) during the coronavirus disease 2019 (COVID-19) pandemic. We examined changes in the rate of MH-related school-nurse visits before and during the COVID-19 pandemic. METHODS: We analyzed school-nurse visit data (n = 3,445,240) for subjects Grade K-12 in US public schools using electronic health record software (SchoolCare, Ramsey, NJ). Data between January 1 and December 31 in 2019 (pre-COVID-19 pandemic) versus January 1 to December 31 in 2020 (during COVID-19 pandemic) were compared. For each year, total visits to a school-nurse were calculated for general MH, anxiety, and self-harm. The exposure was number of school-nurse visits in each time period (2019 vs 2020). The main outcome was change in the rate of general MH, anxiety, and self-harm visits in 2019 versus 2020. RESULTS: There were 2,302,239 total school-nurse visits in 2019 versus 1,143,001 in 2020. During the COVID-19 pandemic, the rate of visits for general MH increased by 30% (4.7-6.1 per 10,000 visits, 95% confidence interval [CI] {18%, 43%}; P < .001), and visits for anxiety increased by 25% (24.8-31 per 10,000 visits, 95% CI [20%,30%]; P < .001). There was no significant difference in self-harm visits across all ages during the COVID-19 pandemic. CONCLUSIONS: Our study found a significant increase in the rate of school-nurse visits for MH and anxiety during the COVID-19 pandemic, suggesting the pediatric population is at-risk for increased negative MH-effects associated with the pandemic and highlights a critical role of school-nurses in identifying youth with potential MH-needs.

12.
J Dent Educ ; 2022 Oct 17.
Article in English | MEDLINE | ID: covidwho-2075031

ABSTRACT

OBJECTIVES: The COVID-19 pandemic required changes in the complete denture courses to comply with lock-in and social distancing requirements. The objectives were to assess (a) dental students' interest in a required complete denture course and the prosthodontics specialty, (b) how much time students spent on studying background, lab, and clinical content, and (c) how difficult and helpful course components were. Additionally, open-ended responses concerning what the students liked and what they wanted to have changed were analyzed as well. METHODS: After this "complete denture" course, 81 of 109 students responded to a web-based survey with questions about course content and design. This hybrid course consisted of weekly asynchronous virtual lectures, in-person simulated laboratory (sim lab) exercises, and synchronous virtual workshops. RESULTS: Exactly 53.7% were much/very much interested in this course, with nobody considering prosthodontics as their specialty. The students studied on average of 79.61 minutes for 1 hour (of background-related lecture, 69.92 minutes for a lab-based lecture, and 77.00 minutes for a clinical-content lecture (p < 0.001). They evaluated clinical content as most difficult, lab content as less difficult, and background material as least difficult (3-point scale with 1 = not at all difficult: means = 1.90/1.85/1.80; p < 0.001). They rated background lectures as least helpful, clinical material as more helpful, and lab content as most helpful (5-point scale with 1 = most helpful: means = 2.33/2.67/2.96; p < 0.001). Open-ended answers showed exceptionally positive responses for content and pedagogy of sim lab and clinical content. CONCLUSIONS: Gaining a better understanding of students' responses to hybrid "complete denture" courses is critical for optimally teaching this material in times of COVID-19.

13.
Dissertation Abstracts International: Section B: The Sciences and Engineering ; 83(12-B):No Pagination Specified, 2022.
Article in English | APA PsycInfo | ID: covidwho-2073062

ABSTRACT

The purpose of this study is to collect and analyze data related to the impact of internal and external factors as predictors of teachers' decisions to teach in urban PK-6 Title I public schools. The quantitative study will identify the impact of predictors classified as teacher characteristics, school characteristics, organizational characteristics, teacher efficacy, and COVID-19 on teachers in classrooms that educate economically disadvantaged students in an urban Title I public school district in southwest Texas. Utilizing Bernard Weiner's (1958) Attribution Theory of Achievement as a framework, the study will measure the impact of internal and external factors that teachers attribute to their longevity in Title I classrooms. The guiding research question is: How do internal and external predictors, classified as teacher characteristics, school characteristics, organizational characteristics, teacher efficacy, and the COVID-19 pandemic predict teacher retention in urban Title I PreK-6 schools? The survey containing 62 questions was completed by 354 participants. The results of the study uncovered the degree of impact the predictors had on teachers' decision to continue to teach in some of the most challenging classrooms, despite the external and internal factors that led to the exit of many of their peers. The predictors identified as contributing to longevity in urban Title I public schools included (a) 20+ years of experience, (b) a bachelor's degree, and (c) salary and workload. The two predictors' teachers indicated would decrease the likelihood of longevity in Title I urban public schools included (a) teachers aged 25-35, and (b) teachers aged 36-43. The lessons learned from these teachers will be added to the body of research pertaining to the necessity to retain teachers in urban Title I public schools. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

14.
Frontiers in Education ; 7, 2022.
Article in English | Web of Science | ID: covidwho-2071077

ABSTRACT

This mixed-methods study investigated the learning and shifts in teaching practices that educators reported after participating in a trauma-informed schools professional development intervention. Training participants were 61 educators at a suburban U.S. elementary school. The year-long intervention included three after-school trainings, classroom coaching for a subset of teachers, and evaluation of school policies with administrators. Interview (n = 16) and survey (n = 22) data were collected. Quantitative results indicated that educators reported substantial shifts in their thinking and teaching practices. Almost half reported that their thinking shifted a lot and 55% reported that their practices shifted somewhat. Qualitative themes demonstrated increased understandings of trauma and secondary traumatic stress;increased empathy for students, families, colleagues, and compassion for self;enacting proactive strategies;reappraising interactions with students;increased collaboration with colleagues;and enacting self-care strategies as a result of participating in the professional development intervention. Results have implications for policy and practice, particularly the need for implementation and evaluation of trauma-informed approaches during and after the COVID-19 pandemic.

15.
J Sch Psychol ; 95: 58-71, 2022 Dec.
Article in English | MEDLINE | ID: covidwho-2069404

ABSTRACT

The current study addressed the need for experimental research on Restorative Practices (RP) in its evaluation of the Morningside Center for Teaching Social Responsibility's Whole School RP Project. The study was conducted in a large Northeastern city using a cluster randomized controlled design in 18 elementary, middle, and high schools. In a single year, before the COVID-19 pandemic, and with data from 5878 students, the study found that overall, students in the RP Project schools were less likely to receive a discipline incident record (11.1%) as compared to students in the comparison schools (18.2%). However, differential treatment effects based on sex, race/ethnicity, and disability status were not found. The findings suggest prevention efforts are a cornerstone of practice/policy reforms to reduce the use of exclusionary discipline. Findings also suggest multi-year initiatives are needed to address discipline disparities.


Subject(s)
COVID-19 , Pandemics , Humans , COVID-19/prevention & control , Schools , Students , Ethnicity
16.
IIUM Medical Journal Malaysia ; 21(4):125-131, 2022.
Article in English | Academic Search Complete | ID: covidwho-2067606

ABSTRACT

INTRODUCTION: Medicine and communicable disease control are embedded in many Islamic teachings as conveyed by the Prophet Muhammad (PBUH) through the Al-Quran, Al-sunnah, and Al-hadith more than 1400 years ago. Therefore, when the COVID-19 outbreak hit Malaysia, with the majority of the population being Muslims, the society should have been equipped with knowledge in dealing with this pandemic. This study investigates the knowledge towards dealing with COVID-19 based on the guidance of Al-Quran and Al- Sunnah of Prophet Muhammad (PBUH) among undergraduate students in Malaysia. MATERIALS AND METHODS: A cross-sectional study using self-constructed questionnaires was performed. The questionnaires were pre-validated and distributed to pharmacy and health sciences students via an online survey platform. One of the selection criteria was that the respondent must be a Muslim. RESULTS: The students scored a median of 26 (IQR 4) in the knowledge test. Students' percentage knowledge levels were divided into three categories: poor (n = 42, 15%);moderate (n = 207, 73%) and good (n = 33, 12%). The lowest scored knowledge item was observed on the Islamic terminology, Maqasid Shariah (4.3%), and differences between hadith and sunnah (20.9%). No significant differences in knowledge scores were observed in the pre-determined independent variables such as age, year of study, accommodation, and previous religious school admission. CONCLUSION: The study findings suggest that the students have a good understanding of scientific aspects of COVID-19 but lack knowledge in handling the pandemic as recommended by Al-Quran and Al-Sunnah. [ FROM AUTHOR] Copyright of IIUM Medical Journal Malaysia is the property of International Islamic University Malaysia, Faculty of Medicine and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

17.
Iconos ; 26(3):53-72, 2022.
Article in Spanish | ProQuest Central | ID: covidwho-2067401

ABSTRACT

El currículo en Chile ha estado tensionado en las últimas décadas y si consideramos las implicancias de la pandemia, la tensión crece y se profUndiza. Esto repercute en la gestión curricular de los establecimientos escolares, donde los problemas detectados exigen un análisis de los elementos en clave sistémica. En este artículo, por medio de la revisión de evidencia nacional e internacional, reflexionamos sobre la gestión curricular durante la pandemia, centrándonos en la educación escolar. Se abordan las tensiones y los desafíos utilizando como referencia los estándares indicativos de desempeño vigentes en Chile. El análisis da cuenta del cúmulo de funciones y responsabilidades administrativas que desempeña el personal directivo. Asimismo, se evidencia un plan de estudios sobrecargado, poca claridad en el uso del tiempo no lectivo y problemas en la comprensión y el tratamiento de las evaluaciones y su vinculación con los objetivos de aprendizaje. Presentamos tres propuestas para avanzar: 1) políticas educativas orientadas a una mayor descentralización curricular, a partir de una base acotada de objetivos de aprendizajes a nivel nacional y de flexibilidad para incorporar objetivos a nivel regional;2) un desarrollo profesional coherente con el diseño e implementación curricular en los equipos regionales;y 3) espacios exclusivos para que directoras y directores de establecimientos escolares logren analizar las prácticas pedagógicas que permitan la implementación curricular pertinente.Alternate :The curriculum in Chile has been under pressure in recent decades and, considering the implications of the pandemic, the pressure has spread and deepened. This situation has had repercussions for the curricular management of schools, where problems detected require a systemic analysis of their elements. In this article, through a review of national and international evidence, we reflect on curriculum management during the pandemic, focusing on primary school education. Tensions and challenges are addressed using the indicative performance standards currently in force in Chile as a reference. The analysis reflects the accumulation of administrative functions and responsibilities carried out by the management staff. Likewise, the analysis highlights an overloaded curriculum, lack of clarity in the use of non-instructional time, and problems in the understanding and treatment of evaluations and their link with learning objectives. We present three proposals to move forward: 1) educational policies aimed at greater curricular decentralization, based on a limited set of learning objectives at the national level and flexibility to incorporate objectives at the regional level;2) professional development coherent with curricular design and implementation in regional teams;and 3) specific spaces for school principals to analyze pedagogical practices that allow for relevant curricular implementation.

18.
Iconos ; 26(3):73-94, 2022.
Article in Spanish | ProQuest Central | ID: covidwho-2067400

ABSTRACT

Este artículo es el resultado de una investigación sobre las condiciones y los condicionantes de la tarea docente en el nivel secundario de la provincia de Buenos Aires, Argentina, durante la pandemia por la covid-19. El objetivo es analizar cómo se cruzan las desigualdades de género, tecnológicas y sociosanitarias en el quehacer educativo, en un contexto signado por la intensificación de la labor docente y la profundización de las distancias sociales. Consideramos el período comprendido entre marzo de 2020 y marzo de 2021, y analizamos las siguientes particularidades: las regulaciones oficiales, las condiciones laborales docentes, la composición y situación social del hogar de profesoras y profesores, los recursos tecnológicos disponibles y los soportes institucionales que condicionaron la labor pedagógica. Nos basamos en las normativas del período, la estadística oficial, y las encuestas y entrevistas abiertas a docentes de secundaria de cuatro municipios, que reflejan la heterogeneidad de esta provincia argentina. Entre los hallazgos sobresalen la intensificación de la labor de enseñar durante la pandemia y su particular impacto en el nivel secundario por la estructura del puesto de trabajo;en las docentes mujeres la situación se complejiza por la asimetría en el reparto de las tareas de cuidado. La emergencia del trabajo colectivo para afrontar estas condiciones se constituyó como alternativa y soporte a fin de superar el aislamiento.Alternate :This article is the result of an investigation into the conditions and determinants of teaching at the secondary level in the province of Buenos Aires, Argentina, during the COVID-19 pandemic. The objective is to analyze how gender, technological, and socio-health inequalities intersect in educational work, in a context marked by the intensification of teaching work and widening social gaps. We considered the period between March 2020 and March 2021, and analyzed the following particularities: official regulations, teachers' working conditions, the composition and social situation of teachers' households, technological resources available, and institutional support that conditioned pedagogical work. We studied the regulations of the period, official statistics, and surveys and open interviews with secondary school teachers in four municipalities, which reflect the heterogeneity of this Argentine province. Among the findings, we emphasize the intensification of the work of teaching during the pandemic and its particular impact on the secondary level, due to the structure of this job position;among female teachers, the situation became more complex due to asymmetry in the distribution of care work. Collective work emerged to confront these conditions, as an alternative and support mechanism to overcome isolation.

19.
Iconos ; 26(3):15-32, 2022.
Article in Spanish | ProQuest Central | ID: covidwho-2067397

ABSTRACT

Este artículo versa sobre las formas de subjetivación de la desigualdad social en estudiantes del último año de la secundaria, en la Ciudad Autónoma de Buenos Aires, Argentina. Se plantea una línea teórica útil para analizar la desigualdad educativa y pensar su configuración en el contexto de la pandemia provocada por la covid-19. Con este trabajo se exploran las lógicas desde las cuales las y los jóvenes proyectan sus trayectorias educativas o laborales postescolares. En este sentido, se recuperan las discusiones sobre cómo caracterizar la educación secundaria y los procesos de socialización entre sectores similares. La propuesta principal del artículo consiste en retomar la siguiente pregunta: ¿cómo se sedimentó la desigualdad social en las experiencias estudiantiles? A partir de tal interrogante se profundiza en el análisis de los tipos de recorridos y las expectativas que las y los estudiantes del nivel secundario construyen en su experiencia educativa para entender el procesamiento subjetivo de la desigualdad. Al concluir, se muestra la expresión actual de las tensiones y complejidades a la par de la expansión en la cobertura de la escuela secundaria y las nuevas líneas de diferenciación que se conforman. Así se evidencia la importancia de prestar atención a la interrelación entre aquello que las instituciones creen ofrecer desde su propuesta escolar y las expectativas del alumnado acerca del futuro.Alternate :This article deals with the forms of subjectivation of social inequality in students in the last year of secondary school in the Autonomous City of Buenos Aires, Argentina. It proposes a useful theoretical line of inquiry to analyze educational inequality and to think about its configuration in the context of the pandemic caused by COVID-19. This study explores the logics through which young people project their post-school educational or labor trajectories. In this sense, debates are revised regarding how to characterize secondary education and socialization processes among similar sectors. The main objective of the article is to take up the following question: how did social inequality become sedimented in student experiences? Based on this question, an in-depth analysis is made of the types of paths and expectations that secondary school students develop during their educational experience in order to understand the subjective processing of inequality. In conclusion, we characterize the current expressions of tensions and complexities due to the expansion of secondary schooling and the emerging lines of differentiation that are taking shape. Thus, the importance becomes evident of paying attention to the interrelation between what institutions believe they offer in their educational projects and the students' expectations about the future.

20.
Iconos ; 26(3):95-115, 2022.
Article in Spanish | ProQuest Central | ID: covidwho-2067396

ABSTRACT

En este artículo se analiza la implicación de las madres, los padres y representantes legales en el aprendizaje activo de niños y niñas que cursan grados de primaria y secundaria en un escenario particular: la enseñanza en línea durante la pandemia por la covid-19 en Ecuador. Para ello, se aplicó un cuestionario de 45 preguntas a una muestra de 6206 personas segmentadas según su zona geográfica. En el área rural, el grado de involucramiento en el proceso de enseñanza-aprendizaje virtual se refleja, particularmente, al establecer el horario de sueño y en la aceptación por parte de los y las estudiantes de las críticas sobre las actividades realizadas. Para la zona urbana, se evidencia el manejo del enojo de los niños y las niñas, y el reconocimiento de sus fortalezas en las asignaturas. En cuanto a las estrategias, en el área rural aumenta la presión de progenitoras/es sobre educandos y educandas a fin de que realicen las actividades escolares, en tanto que, en la urbana, dialogan más con sus hijos e hijas cuando pierden el control, prestando más atención a sus emociones y necesidades. Así, la diferenciación se condensa en la siguiente expresión: en las zonas rurales, las madres, los padres y representantes se enfocan en la disciplina, mientras que en las urbanas se orientan hacia el espectro académico y emocional.Alternate :This article analyzes the involvement of mothers, fathers, and legal guardians in the active learning of children in primary and secondary schools in a particular scenario: online learning during the COVID-19 pandemic in Ecuador. For this purpose, a 45-question survey was applied to a sample of 6,206 people, segmented according to their geographic areas. In the rural area, the degree of involvement in virtual teaching-learning processes is reflected, in particular, in the establishment of sleep schedules and the acknowledgement by student of criticisms of their activities. For the urban area, children's anger management and the recognition of their strengths in subject matters are evident. In terms of strategies, in rural areas, parents put more pressure on students to carry out school activities, whereas in urban areas, parents talk more with their children when they lose control, paying more attention to their emotions and needs. Thus, the differentiation is summarized in the following expression: in rural areas, mothers, fathers, and guardians focus on discipline, while in urban areas they are oriented towards the academic and emotional spectrum.

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