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Journal article
Editorial for preventing school failure special edition-COVID-19 and learning loss: What the literature and practice tell us
Preventing school failure, Vol.67(3), pp.119-120
07/03/2023
Web of Science ID: WOS:000983205600001
Abstract
Excerpt - This issue of Preventing School Failure is devoted to COVID-19 and the effect it had on instruction for school-aged children, including children in need of special instruction and support and those at-risk of falling behind for a variety of reasons. Preventing School Failure has always focused on the needs of children and youth with learning challenges and behavior problems. The pandemic produced a series of complications to which policy makers and edu-cators had to quickly respond to deliver instructional pro-grams to the students. Some emerging data suggest that a significant percentage of students may not have grown as much as they might have absent a pandemic. These data indicate a noteworthy percentage of students’ academic test scores substantially declined during the pandemic. As a result, some researchers have noted a significant number of students are now academically ‘at-risk’. Thus, ‘failure to achieve’ may be a concern for a large number of students, not just students who have special needs. It is imperative, therefore, that educators explore effective educational pro-grams and models.
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Details
- Title
- Editorial for preventing school failure special edition-COVID-19 and learning loss
- Publication Details
- Preventing school failure, Vol.67(3), pp.119-120
- Resource Type
- Journal article
- Publisher
- Taylor & Francis
- Number of pages
- 2
- Copyright
- © 2023 Taylor & Francis Group, LLC
- Identifiers
- WOS:000983205600001; 99380523897106600
- Academic Unit
- School of Education; College of Arts, Social Sciences, and Humanities; Criminology, Criminal Justice, and Legal Studies
- Language
- English