Can pandemics affect educational attainment? Evidence from the polio epidemic of 1916

Meyers, Keith; Thomasson, Melissa A.

doi:10.1007/s11698-020-00212-3

Cited by 25 publications

(23 citation statements)

References 32 publications

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“…Pandemics are outbreaks of infectious diseases that spread rapidly and effectively to large sections of the world. Like the current Covid‐19, they have the potential to continue unabated for a considerable time paralyzing human interaction and economic activity with long‐lasting effects (Alfani and Murphy 2017; Cummins, Kelly, and Ó Gráda 2016; Meyers and Thomasson 2020). They not only cause death, but also affect the living by creating an atmosphere of fear and uncertainty along with suffering due to prolonged economic deprivation.…”

Section: Introductionmentioning

confidence: 99%

PERSISTENT PATTERNS OF BEHAVIOR: TWO INFECTIOUS DISEASE OUTBREAKS 350 YEARS APART

2020

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Outbreaks of infectious diseases bring behavior and policy responses into sharp focus since societies face acute constraints and uncertainties. This paper compares two infectious disease outbreaks: the Covid-19 pandemic and the 1665 London plague outbreak described by Daniel Defoe in A Journal of the Year of the Plague published in 1722. We compare three aspects: individual behavior, social behavior and governance and find striking similarities in behavior in spite of these events being separated by 350 years. We contend that the same models of behavior can be used to explain human responses during such outbreaks regardless of when they occur.

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Section: Introductionmentioning

confidence: 99%

PERSISTENT PATTERNS OF BEHAVIOR: TWO INFECTIOUS DISEASE OUTBREAKS 350 YEARS APART

2020

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“…Parman (2015), however, argues that the human capital effect is still marginal because parents reallocate these investments to healthy older siblings. Finally, Meyers and Thomasson (2021) show that polio has more severe effects on young children, producing a U-shape negative effect on schooling by age.…”

Section: Mainstream Economic Approachmentioning

confidence: 92%

“…Moreover, pandemics worsen market failures for health insurance and local credit availability (Habyarimana et al, 2010). However, the poverty trap could be overturned for some diseases, like polio, where stronger adverse effects emerge in cleaner and healthier environments (Meyers and Thomasson, 2021).…”

Section: Mainstream Economic Approachmentioning

confidence: 99%

The long-term economic effects of pandemics: toward an evolutionary approach

Callegari

Feder

2021

Industrial and Corporate Change

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COVID-19 has brought to the forefront of academic debates the consequences of pandemics and their appropriate policy responses. Using the PRISMA methodology, we provide a comprehensive review of the economic and historical analysis of the long-term economic consequences of pandemics. Mainstream economists focus on the impact of pandemics on production factors, finding a rich but contrasting set of mechanisms with overall negative or insignificant effects. Historians focus on the institutional impact, finding positive effects of pandemics when they trigger new socioeconomic arrangements. Evolutionary economists can integrate into the economic debate both historical elements and the complex biological characteristics of pandemics. We argue that the evolutionary approach provides new and fertile theoretical foundations to understand the phenomenon and develop effective policies.

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“…Constant disruptions are part of the teaching landscape and impact upon teacher practice, literacy learning and teaching as well as standardised testing results (Thomas et al 2019 ). Epidemic-related school disruptions and interruptions impact educational attainment for students with long-term consequences (Meyers & Thomasson, 2020 ). The first cases of coronavirus (COVID-19) in Australia were detected in January 2020 (Australian Government, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

The sophisticated literacy practitioner and the global pandemic

Downes

Brosseuk

2021

Aust. Educ. Res.

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Negative portrayals in the Australian media situate teachers as a problem and teaching as a deficit practice. Society is positioning teachers, especially teachers of literacy, as the reason for poor student performance. In addition, negative media discourse around deficit initial teacher education, especially with regard to the teaching of reading and writing, is adding to the overall assumption that teachers of literacy are failing. This article highlights instances of teacher practice by literacy teachers during the global pandemic of COVID-19 which oppose the 'problem teacher' discourse. Snowball sampling was used to garner seven early years and primary school teachers for interviews, focussing on teacher perceptions of multimodal texts. A Foucaultian lens of governmentality and power and Fairclough's approach to Critical Discourse Analysis (CDA) were used as lens and method of analysis. The findings of this study indicate that these participant teachers have been sophisticated practitioners in their planning and practice during the pandemic, despite the institutional barriers and extreme disruptions experienced. On reflection, therefore, the constructed societal discourse around 'problem teachers' needs to be reviewed and adjusted.

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Can pandemics affect educational attainment? Evidence from the polio epidemic of 1916

Cited by 25 publications

References 32 publications

PERSISTENT PATTERNS OF BEHAVIOR: TWO INFECTIOUS DISEASE OUTBREAKS 350 YEARS APART

PERSISTENT PATTERNS OF BEHAVIOR: TWO INFECTIOUS DISEASE OUTBREAKS 350 YEARS APART

The long-term economic effects of pandemics: toward an evolutionary approach

The sophisticated literacy practitioner and the global pandemic

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