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Reopening K-12 Schools During the COVID-19 Pandemic - Prioritizing Health, Equity, and Communities (Paperback)
National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Board on Children, Youth, and Families, Board on Science Education, Standing Committee on Emerging Infectious Diseases and 21st Century Health Threats, …
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R1,183
Discovery Miles 11 830
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Ships in 12 - 17 working days
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The COVID-19 pandemic has presented unprecedented challenges to the
nation's K-12 education system. The rush to slow the spread of the
virus led to closures of schools across the country, with little
time to ensure continuity of instruction or to create a framework
for deciding when and how to reopen schools. States, districts, and
schools are now grappling with the complex and high-stakes
questions of whether to reopen school buildings and how to operate
them safely if they do reopen. These decisions need to be informed
by the most up-to-date evidence about the SARS-CoV-2 virus that
causes COVID-19; about the impacts of school closures on students
and families; and about the complexities of operating school
buildings as the pandemic persists. Reopening K-12 Schools During
the COVID-19 Pandemic: Prioritizing Health, Equity, and Communities
provides guidance on the reopening and operation of elementary and
secondary schools for the 2020-2021 school year. The
recommendations of this report are designed to help districts and
schools successfully navigate the complex decisions around
reopening school buildings, keeping them open, and operating them
safely. Table of Contents Front Matter Summary 1 K12 Schools and
COVID-19: Context and Framing 2 COVID-19: What Is and Is Not Known
3 Schools and the Pandemic 4 Deciding to Reopen Schools 5 Reducing
Transmission When School Buildings Are Open 6 Recommendations and
Urgent Research Epilogue References Appendix A: The Committee's
Review of Existing Evidence Appendix B: Guidance Documents
Collected by the Committee Appendix C: Example District Plans for
Reopening Schools Appendix D: Biographical Sketches of Committee
Members and Staff
In 2002 Congress passed the Education Sciences Reform Act of 2002
(ESRA), authorizing the creation of the Institute of Education
Sciences (IES) as the research, evaluation, statistics, and
assessment arm of the Department of Education, and crystallizing
the federal government's commitment to providing national
leadership in expanding fundamental knowledge and understanding of
education from early childhood through postsecondary study. IES
shares information on the condition and progress of education in
the United States, including early childhood education and special
education; educational practices that support learning and improve
academic achievement and access to educational opportunities for
all students; and the effectiveness of federal and other education
programs. In response to a request from the Institute of Education
Sciences, this report provides guidance on the future of education
research at the National Center for Education Research and the
National Center for Special Education Research, two centers
directed by IES. This report identifies critical problems and
issues, new methods and approaches, and new and different kinds of
research training investments. Table of Contents Front Matter
Summary 1 Introduction 2 Background 3 IES at 20 4 Project Types for
NCER/NCSER Grants 5 Research Topics for NCER and NCSER Grants 6
Methods and Measures 7 Ensuring Broad and Equitable Participation
in NCER and NCSER Research Training Programs 8 Application and
Review Process 9 Concluding Observations Appendix A: Gathering and
Assessing the Evidence Appendix B: Email Correspondence Sent to the
Committee Appendix C: Committee-Commissioned Papers Appendix D:
Analysis of IES Funded Topics Commissioned Paper Appendix E:
Funding Information in NCER and NCSER Provided by the Institute of
Education Sciences Appendix F: Committee and Staff Biographies
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