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Controversies behind COVID learning loss: Historical issues, current measurements, and future strategies.

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Title: Controversies behind COVID learning loss: Historical issues, current measurements, and future strategies.
Authors: Zhang, Qiyang, Storey, Nathan
Source: Theory Into Practice. Summer2022, Vol. 61 Issue 3, p300-311. 12p.
Subjects: COVID-19 pandemic, Virtual classrooms, Educators, Students, Education
Abstract: COVID learning loss has sparked fierce debate among stakeholders in education. There are debates among concerned educators about ways to understand learning loss reports, methods to measure learning loss, and strategies to recover from learning loss. In this article, we unpack opposing perspectives on these three controversies with the goal of extracting useful recommendations to guide post-pandemic education revival. Drawing from structural inequity theory, this article reviews the controversies through historical, current, and future lenses respectively: (1) Should we be talking about differential COVID learning loss? (2) Are we measuring COVID learning loss appropriately? and (3) Which recovery plans should we prioritize to address COVID learning loss? Within each controversy, the article makes suggestions on how practitioners may make sense of each controversy and integrate take-aways from them into their work. [ABSTRACT FROM AUTHOR]
Copyright of Theory Into Practice 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.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Controversies behind COVID learning loss: Historical issues, current measurements, and future strategies.
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  Data: <searchLink fieldCode="AR" term="%22Zhang%2C+Qiyang%22">Zhang, Qiyang</searchLink><br /><searchLink fieldCode="AR" term="%22Storey%2C+Nathan%22">Storey, Nathan</searchLink>
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  Data: COVID learning loss has sparked fierce debate among stakeholders in education. There are debates among concerned educators about ways to understand learning loss reports, methods to measure learning loss, and strategies to recover from learning loss. In this article, we unpack opposing perspectives on these three controversies with the goal of extracting useful recommendations to guide post-pandemic education revival. Drawing from structural inequity theory, this article reviews the controversies through historical, current, and future lenses respectively: (1) Should we be talking about differential COVID learning loss? (2) Are we measuring COVID learning loss appropriately? and (3) Which recovery plans should we prioritize to address COVID learning loss? Within each controversy, the article makes suggestions on how practitioners may make sense of each controversy and integrate take-aways from them into their work. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Theory Into Practice 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: 10.1080/00405841.2022.2096380
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      – SubjectFull: Educators
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