The heterogeneity of Covid-19 learning loss across Italian primary and middle schools

Bertoletti, Alice; Cannistrà, Marta; Soncin, Mara; Agasisti, Tommaso

doi:10.1016/j.econedurev.2023.102435

Cited by 8 publications

(3 citation statements)

References 37 publications

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“…Kuhfield and Tarasawa (2020) conducted a study among five million grades 3-8 learners in the United States and predicted over 36% regression in their reading skills. In Italy, Bertoletti et al (2023) reported a significant learning loss in reading amongst learners in grade 5 and 8.…”

Section: Learning Loss and Reading Skills Of English Fal Learnersmentioning

confidence: 97%

Mitigating the COVID-19 Induced Learning Loss in Rural Primary Schools: How Do Teachers Prepare English FAL Learners for Self-Directed Learning in the ‘New Normal’?

Mokoena

2024

ELER

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In the post-pandemic era, the ongoing discourses are centered around finding innovative ways to sustain teaching and learning as well as reversing COVID-19-induced learning loss, especially in critical areas, such as reading in English First Additional Language (FAL). As a contribution to these discourses, the current study explored how teachers prepared rural English FAL learners for self-directed learning to mitigate COVID-19-induced learning loss and to sustain learning in the ‘new normal’. The study followed a qualitative approach and adopted phenomenology as a research design, while the Capability Approach was used for theoretical framing. Three teachers of English FAL in one primary school were conveniently selected to participate in the semi-structured focus-group interviews. A thematic analysis revealed that teachers prepared English FAL learners to use self-directed learning by apprising learners of their active role in learning English FAL, identifying learners’ weaknesses, strengthening the home-school connection, and encouraging collaboration and problem-solving. These findings imply that self-directed learning could be a useful strategy for mitigating COVID-19-induced learning loss and improving reading skills in rural primary schools.

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Section: Learning Loss and Reading Skills Of English Fal Learnersmentioning

confidence: 97%

Mitigating the COVID-19 Induced Learning Loss in Rural Primary Schools: How Do Teachers Prepare English FAL Learners for Self-Directed Learning in the ‘New Normal’?

Mokoena

2024

ELER

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“…These reductions may have long-lasting effects on teen skill development. Early estimates of the impacts of educational disruptions during the pandemic on test scores are not promising (Bertoletti et al 2023;Goldhaber et al 2023;Jack et al 2023;Jakubowski et al 2023). 12 Boys had substantially more leisure time on the average day during COVID-19 than before COVID-19…”

Section: Time Spent On Activitiesmentioning

confidence: 99%

Teen Social Interactions and Well-Being During the Covid-19 Pandemic

Kalenkoski,

Pabilonia

2023

SSRN Journal

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“…The adaptation process for using technology and adjusting learning media during the online learning process is carried out quickly. Adaptations and innovations made in classroom management have a significant impact on the learning process (Bertoletti et al, 2023). Therefore, the Indonesian Minister of Education issued emergency learning regulations to reduce the occurrence of learning losses.…”

Section: Introductionmentioning

confidence: 99%

Implementation of IPAS with an Inquiry Learning Model in Grade 4 Primary School

Wulandari,

Sukarno,

Matsuri

2023

msd

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IPAS (Ilmu Pengetahuan Alam dan Sosial/Natural and Social Sciences) constitutes essential subjects in the implementation of the Merdeka Curriculum in primary schools. The primary goal of integrating IPAS is to enable students to effectively manage their natural and social environment as a whole. In light of this objective, the researcher recognized the necessity of conducting this research. The research employs a qualitative approach with a case study method conducted at one of the elementary schools in Sukoharjo District, Central Java. The respondents in this research include the school principal, fourth-grade teachers, first-grade teachers, and fourth-grade students. Data collection was carried out through interviews, observation, and documentation, followed by technical triangulation to validate the field findings. Based on the results obtained from the implementation of IPAS learning using the inquiry learning model, it is established that natural and social sciences were taught separately in the first and second semesters. The results of research conducted in the second semester reveal that IPAS learning activities on social science material have been implemented effectively in terms of planning, execution, and evaluation, with a focus on adhering to the syntax of the inquiry learning model. Obstacles to IPAS learning include educators’ lack of readiness for curriculum changes, limited training and information regarding the curriculum, a lack of skill in using technology, and classroom conditions that are not conducive. Efforts made include increasing the competence of educators through teacher working group forums, participating in training, and managing classes to ensure conducive learning activities. This research is expected to serve as a valuable reference for studying the implementation of IPAS with the inquiry learning model in the Merdeka Curriculum.

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The heterogeneity of Covid-19 learning loss across Italian primary and middle schools

Cited by 8 publications

References 37 publications

Mitigating the COVID-19 Induced Learning Loss in Rural Primary Schools: How Do Teachers Prepare English FAL Learners for Self-Directed Learning in the ‘New Normal’?

Mitigating the COVID-19 Induced Learning Loss in Rural Primary Schools: How Do Teachers Prepare English FAL Learners for Self-Directed Learning in the ‘New Normal’?

Teen Social Interactions and Well-Being During the Covid-19 Pandemic

Implementation of IPAS with an Inquiry Learning Model in Grade 4 Primary School

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