[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598276-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-598276-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","schooling-interrupted-educating-children-and-youth-in-the-covid-19-era","Schooling Interrupted - Educating Children and Youth in the Covid-19 Era","","The paper examines how K-12 schooling shifted into emergency remote teaching during the Covid-19 era, focusing on what administrators and teachers encountered when implementing ERT, when it proved effective, and what shaped its outcomes. Drawing on a framing of distance education’s long evolution, it contrasts strengths such as continuity opportunities with weaknesses tied to less-than-ideal conditions. The study concludes with recommendations and considers how lessons from ERT may influence teaching and learning after the pandemic subsides.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/schooling-interrupted-educating-children-and-youth-in-the-covid-19-era/598276/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/schooling-interrupted-educating-children-and-youth-in-the-covid-19-era/598276.png","ImageObject",300,407,{"name":42,"@type":43},"Mafia Boss","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is emergency remote teaching (ERT) in the Covid-19 era?","Question",{"text":63,"@type":64},"ERT refers to the rapid, improvised transition to teaching at a distance when the pandemic arrives, under less-than-ideal conditions and with little research to rely on.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which implementation problems did K-12 administrators and teachers face?",{"text":68,"@type":64},"The paper addresses the specific difficulties encountered during ERT implementation in K-12 schools, as one of its five fundamental questions.",{"name":70,"@type":61,"acceptedAnswer":71},"How will lessons from ERT affect teaching and learning after the pandemic?",{"text":72,"@type":64},"The paper evaluates the extent to which experiences from ERT will influence teaching and learning once the pandemic abates, and it ends with brief recommendations.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598276,1792165586,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","doi: 10.26529/cepsj.1128  \nSchooling Interrupted: Educating Children and Youth in the Covid-19 Era  \nLorin W. Anderson1  \n• Distance education has been practised for generations, although its purpose and form have changed. Correspondence courses, in which students receive instruction via mail and respond with assignments or questions to the instructor, date back to the mid-1800s, if not earlier. As technology changed, so did the nature of distance education. Radio, television, computers, and, most recently, the internet have supported distance education over the years.  \nResearch studies on the use and effectiveness of distance education focus almost exclusively on higher education. A recent research synthesis suggests that fewer than five per cent of the studies have addressed K-12 education. The Covid-19 pandemic, however, has brought distance education into K-12 schools and classrooms. Distance education in the Covid-19 era has been referred to as ‘emergency remote teaching’ (ERT) because, with little research on which to rely, teachers must improvise quick solutions under less-than-ideal circumstances, a situation that causes many teachers to experience stress.  \nThe purpose of this paper is to address five fundamental questions. First, what problems have K-12 school administrators and teachers faced in implementing ERT? Second, under what conditions has ERT been effective since the advent of the Covid-19 pandemic? Third, what are the strengths of ERT in K-12 schools and classrooms? Fourth, what are the weaknesses of ERT in K-12 schools and classrooms? Fifth, to what extent will lessons learned from ERT influence teaching and learning when the pandemic abates? The paper concludes with a brief set of recommendations. Throughout the paper, the focus is on K-12 education.  \nKeywords: effect ofCovid-19 on children and youth, emergency remote teaching, implementation problems, improving remote teaching and learning, reimagining schooling  \n1 Professor Emeritus at the University of South Carolina, United States of America; [anderson.lorinw@gmail.com](anderson.lorinw@gmail.com).  \n18 schooling interrupted: educating children and youth in the covid-19 era  \nPrekinjeno šolanje: izobraževanje otrok in mladih v dobicovida-19  \nLorin W. Anderson  \n• Izobraževanje na daljavo se izvaja že več generacij, čeprav sta se njegov namen in oblika spremenila. Korespondenčni tečaji, pri katerih učenci prejemajo navodila po pošti in odgovarjajo z nalogami ali vprašanji inštruktorju, segajo v sredino 19. stoletja, če ne še bolj v preteklost. Sspreminjanjem tehnologije se je spreminjal tudi način izobraževanja nadaljavo. Radio, televizija, računalniki in v zadnjem času tudi svetovni splet so z leti podprli izobraževanje na daljavo. Raziskovalne študije ouporabi in učinkovitosti izobraževanja na daljavo se skoraj izključno osredinjajo na visokošolsko izobraževanje. Nedavna sinteza raziskavkaže, da je manj kot pet odstotkov študij obravnavalo t. i. izobraževanje K-12. Zaradi pandemije covida-19 je izobraževanje na daljavo začelo potekati tudi v šolah in učilnicah K-12 . Izobraževanje na daljavo med pandemijo covida-19 se imenuje »poučevanje na daljavo v izrednih razmerah«, saj morajo učitelji zaradi pomanjkanja raziskav, na katere bi selahko oprli, najti hitre rešitve v kar se da neidealnih okoliščinah, kar priveliko učiteljih povzroča stres. Namen prispevka je odgovoriti na pet temeljnih vprašanj, tj.: s katerimi težavami so se pri izvajanju poučevanjana daljavo v izrednih razmerah srečevali ravnatelji in učitelji; v kakšnih pogojih je bilo poučevanje na daljavo v izrednih razmerah učinkovito od začetka pojava pandemije covida-19; katere so prednosti poučevanja nadaljavo v izrednih razmerah v šolah in razredih K-12; katere so slabostipoučevanja na daljavo v izrednih razmerah v šolah in razredih K-12; vkolikšni meri bodo izkušnje, pridobljene pri poučevanju na daljavo v izrednih razmerah, vplivale na poučevanje in učenje, ko se bo pandemija umirila. ","cbCaikct9qQvfDCt","https://ap.wps.com/l/cbCaikct9qQvfDCt","pdf",205757,22,"English","# Introduction\n## Background: evolution of distance education\n## Covid-19 and the shift to emergency remote teaching (ERT)\n## Purpose and five guiding questions\n## Recommendations and K-12 focus","[{\"question\":\"What is emergency remote teaching (ERT) in the Covid-19 era?\",\"answer\":\"ERT refers to the rapid, improvised transition to teaching at a distance when the pandemic arrives, under less-than-ideal conditions and with little research to rely on.\"},{\"question\":\"Which implementation problems did K-12 administrators and teachers face?\",\"answer\":\"The paper addresses the specific difficulties encountered during ERT implementation in K-12 schools, as one of its five fundamental questions.\"},{\"question\":\"How will lessons from ERT affect teaching and learning after the pandemic?\",\"answer\":\"The paper evaluates the extent to which experiences from ERT will influence teaching and learning once the pandemic abates, and it ends with brief recommendations.\"}]","Schooling Interrupted - Educating Children and Youth in the Covid-19 Era | PDF",1792086627,55]