Journal on Education in Emergencies: Volume 8, Number 3 (Complete)
Notice bibliographique
Résumé
The research articles and field notes included in this JEiE special issue reinforce Arundhati Roy's (2020) notion that a pandemic can be considered "a portal, a gateway between one world and the next."The authors who contributed to this special issue offer insights into how education systems, students, teachers, and parents experienced the COVID-19 pandemic; how they confronted the challenges they faced; and how, in some cases, they began to conceive of a different and better future for education across the world after passing through the pandemic's portal.Reimers and Opertti (2021, 39) likewise observe in their introductory chapter of Learning to Build Back Better Futures for Education that, in response to [the COVID-19 pandemic], many stakeholders collaborated to create novel ways of sustaining education at times when this was very challenging.These efforts are important not just because of what they did at a time of great need, but because of what they show about what is possible in reimagining education.There is much to be learned from studying these [31] innovations, particularly when it comes to supporting the necessary transformation of schools and school systems around the world. 3 This special issue reflects an enormous and unprecedented undertaking by the Journal on Education in Emergencies.Our call for papers resulted in more than 200 abstract submissions and, subsequently, we received 69 theoretical and empirical research manuscripts or field notes.After a process of doubleanonymous peer review, we selected six research articles and four field notes for this special issue and commissioned three book reviews.The global nature of the COVID-19 pandemic is reflected in the scale and scope of these contributions from 37 authors in a wide range of countries.We decided to publish this special issue in French as well as English, given that major pandemics (e.g., Ebola and HIV/AIDS) occurring prior to COVID-19 impacted education and society in francophone Africa.Moreover, given the global nature of the pandemic, it was important that we expand the reach of the evidence presented in this issue beyond an English-speaking audience.We hope that, by publishing this special issue in French, we will encourage scholars in francophone countries to broadcast lessons from the fieldwork and research findings on pandemics found within this issue to their home contexts. 3Reimers and Opertti (2021) group the 31 innovations examined in their edited volume in terms of the areas these innnovations supported: (1) student-centered learning, (2) deeper learning, (3) socioemotional development and wellbeing, (4) teacher and principal professional development, and (5) family engagement.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,392 | 0,019 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; les deux têtes enseignantes s’accordent sur ce qui est montré ici.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».