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The COVID-19 Learning Crisis as a Challenge and an Opportunity for Schools: An Evidence Review and Conceptual Synthesis of Research-Based Tools for Sustainable Change

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Title: The COVID-19 Learning Crisis as a Challenge and an Opportunity for Schools: An Evidence Review and Conceptual Synthesis of Research-Based Tools for Sustainable Change
Language: English
Authors: Hofmann, Riikka (ORCID 0000-0001-8042-0272), Arenge, Gabrielle, Dickens, Siobhan (ORCID 0000-0003-2168-7115), Marfan, Javiera, Ryan, Mairead (ORCID 0000-0001-8165-4978), Tiong, Ngee Derk (ORCID 0000-0001-8396-2747), Radia, Bhaveet, Blaskova, Lenka Janik (ORCID 0000-0003-3019-0880)
Source: Center for Educational Policy Studies Journal. 2021 11:39-66.
Availability: University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://ojs.cepsj.si/index.php/cepsj/index
Peer Reviewed: Y
Page Count: 28
Publication Date: 2021
Document Type: Journal Articles
Information Analyses
Reports - Evaluative
Descriptors: COVID-19, Pandemics, Change Agents, School Role, Achievement Gains, Equal Education, Transformative Learning, Change Strategies, Educational Change, Intervention, Research, Social Theories, Stimuli, Teacher Role, Educational Technology, Distance Education, Electronic Learning, Access to Computers, Child Health, Well Being, Leadership Responsibility, Work Environment, Educational Environment, Faculty Development
ISSN: 1855-9719
Abstract: This paper advances our understanding of how schools can become change agents capable of transforming local practice to address the challenges arising from the COVID-19 pandemic. It presents a novel application of cultural-historical activity theory to reinterpret evidence on widespread learning loss and increasing educational inequities resulting from the pandemic, and to identify scalable transformative learning opportunities through reframing the crisis as a double stimulation. By reviewing evidence of the emerging educational landscape, we first develop a picture of the new 'problem space' upon which schools must act. We develop a problem space map to serve as the first stimulus to articulate local challenges. Integrating this problem space with research on professional change, we identify conceptual tools to capture learning gaps and implement pedagogic interventions at scale, in order to enhance schools' agency in directly addressing the crisis. These tools can act as the second stimulus, enabling educators to address local challenges. We conclude by discussing the COVID-19 educational crisis as a unique stimulus for professional learning and outline the potential for durable shifts in educational thinking and practice beyond the pandemic. We argue that this unprecedented historic disruption can be harnessed as a transformative professional learning opportunity. In particular, we consider how research on professional change offers local, scalable interventions and tools that can support educators in preventing the new insights from 'slipping away' post-pandemic. Utilising the notions of boundaries and tool-mediated professional change, we examine the ways in which this disruption generates opportunities to envision alternative futures for equitable learning in school.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1322498
Database: ERIC
FullText Text:
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  Data: The COVID-19 Learning Crisis as a Challenge and an Opportunity for Schools: An Evidence Review and Conceptual Synthesis of Research-Based Tools for Sustainable Change
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  Data: <searchLink fieldCode="AR" term="%22Hofmann%2C+Riikka%22">Hofmann, Riikka</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8042-0272">0000-0001-8042-0272</externalLink>)<br /><searchLink fieldCode="AR" term="%22Arenge%2C+Gabrielle%22">Arenge, Gabrielle</searchLink><br /><searchLink fieldCode="AR" term="%22Dickens%2C+Siobhan%22">Dickens, Siobhan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2168-7115">0000-0003-2168-7115</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marfan%2C+Javiera%22">Marfan, Javiera</searchLink><br /><searchLink fieldCode="AR" term="%22Ryan%2C+Mairead%22">Ryan, Mairead</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8165-4978">0000-0001-8165-4978</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tiong%2C+Ngee+Derk%22">Tiong, Ngee Derk</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8396-2747">0000-0001-8396-2747</externalLink>)<br /><searchLink fieldCode="AR" term="%22Radia%2C+Bhaveet%22">Radia, Bhaveet</searchLink><br /><searchLink fieldCode="AR" term="%22Blaskova%2C+Lenka+Janik%22">Blaskova, Lenka Janik</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3019-0880">0000-0003-3019-0880</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Center+for+Educational+Policy+Studies+Journal%22"><i>Center for Educational Policy Studies Journal</i></searchLink>. 2021 11:39-66.
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  Data: University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://ojs.cepsj.si/index.php/cepsj/index
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  Data: Y
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  Data: 28
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  Data: <searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Change+Agents%22">Change Agents</searchLink><br /><searchLink fieldCode="DE" term="%22School+Role%22">School Role</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gains%22">Achievement Gains</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Transformative+Learning%22">Transformative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Change+Strategies%22">Change Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Research%22">Research</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Theories%22">Social Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Stimuli%22">Stimuli</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Computers%22">Access to Computers</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Health%22">Child Health</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Responsibility%22">Leadership Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Environment%22">Work Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink>
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  Data: 1855-9719
– Name: Abstract
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  Data: This paper advances our understanding of how schools can become change agents capable of transforming local practice to address the challenges arising from the COVID-19 pandemic. It presents a novel application of cultural-historical activity theory to reinterpret evidence on widespread learning loss and increasing educational inequities resulting from the pandemic, and to identify scalable transformative learning opportunities through reframing the crisis as a double stimulation. By reviewing evidence of the emerging educational landscape, we first develop a picture of the new 'problem space' upon which schools must act. We develop a problem space map to serve as the first stimulus to articulate local challenges. Integrating this problem space with research on professional change, we identify conceptual tools to capture learning gaps and implement pedagogic interventions at scale, in order to enhance schools' agency in directly addressing the crisis. These tools can act as the second stimulus, enabling educators to address local challenges. We conclude by discussing the COVID-19 educational crisis as a unique stimulus for professional learning and outline the potential for durable shifts in educational thinking and practice beyond the pandemic. We argue that this unprecedented historic disruption can be harnessed as a transformative professional learning opportunity. In particular, we consider how research on professional change offers local, scalable interventions and tools that can support educators in preventing the new insights from 'slipping away' post-pandemic. Utilising the notions of boundaries and tool-mediated professional change, we examine the ways in which this disruption generates opportunities to envision alternative futures for equitable learning in school.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 28
        StartPage: 39
    Subjects:
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Change Agents
        Type: general
      – SubjectFull: School Role
        Type: general
      – SubjectFull: Achievement Gains
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Transformative Learning
        Type: general
      – SubjectFull: Change Strategies
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      – SubjectFull: Educational Change
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      – SubjectFull: Intervention
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      – SubjectFull: Research
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      – SubjectFull: Social Theories
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      – SubjectFull: Stimuli
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      – SubjectFull: Teacher Role
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      – SubjectFull: Educational Technology
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      – SubjectFull: Distance Education
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Child Health
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      – SubjectFull: Faculty Development
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