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The COVID-19 pandemic caused educational institutions to close for
the safety of students and staff and to aid in prevention measures
around the world to slow the spread of the outbreak. Closures of
schools and the interruption of education affected billions of
enrolled students of all ages, leading to nearly the entire student
population to be impacted by these measures. Consequently, this
changed the educational landscape. Emergency remote education (ERE)
was put into practice to ensure the continuity of education and
caused the need to reinterpret pedagogical approaches. The crisis
revealed flaws within our education systems and exemplified how
unprepared schools were for the educational crisis both in K-12 and
higher education contexts. These shortcomings require further
research on education and emerging pedagogies for the future. The
Handbook of Research on Emerging Pedagogies for the Future of
Education: Trauma-Informed, Care, and Pandemic Pedagogy evaluates
the interruption of education, reports best-practices, identifies
the strengths and weaknesses of educational systems, and provides a
base for emerging pedagogies. The book provides an overview of
education in the new normal by distilling lessons learned and
extracting the knowledge and experience gained through the COVID-19
global crisis to better envision the emerging pedagogies for the
future of education. The chapters cover various subjects that
include mathematics, English, science, and medical education, and
span all schooling levels from preschool to higher education. The
target audience of this book will be composed of professionals,
researchers, instructional designers, decision-makers,
institutions, and most importantly, main-actors from the
educational landscape interested in interpreting the emerging
pedagogies and future of education due to the pandemic.
The face of education is constantly being transformed due to rapid
changes in technology. It is imperative that leadership trends and
techniques be evaluated in the educational field, particularly in
reference to alternative learning programs. The Handbook of
Research on Administrative Leadership in Open and Distance Learning
Programs is a pivotal scholarly resource that discusses emerging
issues surrounding the administration of non-traditional education
practices. Highlighting relevant topics that include policy
development, quality assurance, accreditation, and assessment
systems, this publication is an ideal reference source for
educators, academicians, graduate students, and researchers that
are interested in the progression of open and distance education.
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