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Difficulty is an opportunity: the coping of alternative schools in Israel during COVID-19.

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Title: Difficulty is an opportunity: the coping of alternative schools in Israel during COVID-19.
Authors: Hadar, Linor L.1,2 Linor.hadar@beitberl.ac.il
Source: Pedagogy, Culture & Society. Oct2024, Vol. 32 Issue 5, p1171-1190. 20p.
Subject Terms: *COVID-19 pandemic, *Alternative schools, *Psychological adaptation, *Creative thinking, *Observation (Educational method)
Abstract: COVID-19 has had an extreme impact on schools. Although the effects of COVID-19 on schooling have been a topic of research, non-mainstream schools' coping has not received critical attention. This paper provides an evidence-based account of how non-mainstream (alternative) schools coped with the COVID-19 breakout. The study's data collection methods included interviews and observations of educators and students in five alternative schools in Israel. Qualitative measures revealed a three-stage model of coping: stress and helplessness; action and recuperation; discovery, and growth. The model delineates the evolution of schools who were grappling with the complexities and challenges of the pandemic. What began as stress and practical adaptations to cope with lockdown circumstances led to creative education and growth. Thus, the pandemic created an opportunity for educators to rethink educational processes. Findings showed the progression between stages depended on creative thinking and collaboration amongst educators. The study sheds light on the factors promoting growth in schools. Discovering alternative educational pathways is significant. For education to be more dialogic, flexible, and responsive, opportunities to reflect on these ideas should be embraced. [ABSTRACT FROM AUTHOR]
Copyright of Pedagogy, Culture & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract 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 abstract. (Copyright applies to all Abstracts.)
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  Data: Difficulty is an opportunity: the coping of alternative schools in Israel during COVID-19.
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  Data: <searchLink fieldCode="AR" term="%22Hadar%2C+Linor+L%2E%22">Hadar, Linor L.</searchLink><relatesTo>1,2</relatesTo><i> Linor.hadar@beitberl.ac.il</i>
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  Data: <searchLink fieldCode="JN" term="%22Pedagogy%2C+Culture+%26+Society%22">Pedagogy, Culture & Society</searchLink>. Oct2024, Vol. 32 Issue 5, p1171-1190. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br />*<searchLink fieldCode="DE" term="%22Alternative+schools%22">Alternative schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+adaptation%22">Psychological adaptation</searchLink><br />*<searchLink fieldCode="DE" term="%22Creative+thinking%22">Creative thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Observation+%28Educational+method%29%22">Observation (Educational method)</searchLink>
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  Label: Abstract
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  Data: COVID-19 has had an extreme impact on schools. Although the effects of COVID-19 on schooling have been a topic of research, non-mainstream schools' coping has not received critical attention. This paper provides an evidence-based account of how non-mainstream (alternative) schools coped with the COVID-19 breakout. The study's data collection methods included interviews and observations of educators and students in five alternative schools in Israel. Qualitative measures revealed a three-stage model of coping: stress and helplessness; action and recuperation; discovery, and growth. The model delineates the evolution of schools who were grappling with the complexities and challenges of the pandemic. What began as stress and practical adaptations to cope with lockdown circumstances led to creative education and growth. Thus, the pandemic created an opportunity for educators to rethink educational processes. Findings showed the progression between stages depended on creative thinking and collaboration amongst educators. The study sheds light on the factors promoting growth in schools. Discovering alternative educational pathways is significant. For education to be more dialogic, flexible, and responsive, opportunities to reflect on these ideas should be embraced. [ABSTRACT FROM AUTHOR]
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  Group: Ab
  Data: <i>Copyright of Pedagogy, Culture & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract 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 abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/14681366.2022.2152079
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        Text: English
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      – SubjectFull: Alternative schools
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      – SubjectFull: Psychological adaptation
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              Text: Oct2024
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