Our results highlight what’s possible when programs aimed at helping the most disadvantaged students are well funded.
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Time out of school erased a year’s worth of schooling for public school learners in South Africa.
Interviews and surveys with hundreds of teachers and school administrators reveal the effect of persistent staffing shortages on school personnel – and on students.
Halfway through the school year that was supposed to be a return to normal, teachers are barely hanging on.
Despite the major challenges lockdown-induced remote learning has presented, teachers, pupils and parents alike have reaped certain benefits. Can school learn from these changes?
More hours of teaching might benefit children’s recovery in the short term but put teachers under dangerous pressure.
Kontributor teratas
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Postdoctoral Fellow in International Issues and Sustainable Development, Indiana University
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Associate Professor of Education, Concordia University, St. Paul
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Professor of Economics and South African Research Chair in the Economics of Social Policy, Stellenbosch University
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Senior Lecturer in Education, University of Newcastle
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Senior Lecturer, University of Newcastle
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Senior Lecturer in Psychology in Education, University of York
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Research associate, Department of Computer and Systems Sciences, Stockholm University
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Research Fellow, Adjunct Associate Professor, EPPI Reviewer Training & Support Officer, UCL
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Assistant Professor in Educational Leadership, Concordia University, St. Paul
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Laureate Professor of Education, Director Teachers and Teaching Research Centre, University of Newcastle
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Researcher, Stellenbosch University
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Professor of Psychology in Education, University of York
