The COVID-19 pandemic has created an opportunity to examine the initial policies developed by Australian, Canadian, English, German, Greek and Irish governments to limit the spread of the virus. This has revealed governments' conceptualisation of the early childhood sector and its workforce. This paper argues that neoliberal ideology and…

P. K. Yonge Development Research School (PKY) is a single-school, K-12, public school district and "Virtually PKY" is the name of our efforts during emergency remote teaching necessitated by COVID-19. Our ability to plan and execute "Virtually PKY" was predicated on years of district-wide leadership and professional learning…

To address the emotional and mental health needs of teachers during the COVID-19 pandemic, existing instructional technology tools can be rapidly adapted to support trauma-informed educational practices. In this action research and practice brief, the instructional strategies and communication tools used to support the mental health needs of…

The widespread prevalence of COVID-19 pandemic has affected academia and parents alike. Due to the sudden closure of schools, students are missing social interaction which is vital for better learning and grooming while most schools have started online classes. This has become a tough routine for the parents working online at home since they have…

In October 2020, the Canadian Teachers' Federation (CTF/FCE) released the "Canadian Teachers Responding to Coronavirus (COVID-19) -- Pandemic Research Study. National Summary Report. Overview" (ED610460). That document is an important baseline for understanding the impacts of teaching during a pandemic, and supports needed for teacher…

Because returning to in-person instruction too soon and without comprehensive health and safety measures will lead to dire risks and consequences, many districts are choosing to start off the 2020-21 school year fully remote. However, districts can still leverage this period of fully-remote time as an opportunity to proactively address the…

As school closures enter their second month (and more in some countries), the European Training Foundation's (ETF's) second report, as part of their #learningconnects campaign, on how 27 countries neighbouring the EU are coping finds that more structured responses to the COVID-19 pandemic are emerging in education and training. This update finds:…

As most countries are emerging from the first phase of the COVID-19 crisis the European Training Foundation's (ETF's) latest mapping, as part of their #learningconnects campaign, finds that they share common challenges on moving forward. The lockdown continues in most countries of the EU neighbourhood and Central Asia. In Belarus, Tajikistan and…

With the continuing spread of COVID-19, many health-care workers in Canada are facing overwhelming workloads and risk exposure to the virus while caring for their patients. This article examines adults with a health education but not working in health occupations.

Since states closed school buildings to protect students from COVID-19, schools have had to adapt quickly to keep students learning. Nearly all states put out guidance or resources to help districts and schools institute continuous learning and surmount the challenges faced by students in homes with limited or no internet access and those with…

Universities should already have policies and practices in place to support their staff and students experiencing domestic violence and abuse. This briefing includes some information which may be helpful in supporting staff and students at greater risk due to the lockdown period relating to the COVID-19 pandemic. This briefing draws on expert…

The COVID-19 pandemic has exposed, and intensified, health inequities faced by Latinx in the United States. Washington was one of the first U.S. states to report cases of COVID-19. Public health surveillance shows that 31% of Washington cases are Latinx, despite being only 13% of the state population. Unjust policies related to immigration, labor,…

As school closures require educators to transition to remote teaching, relevant models for supporting students are necessary. This article discusses Academic Communities of Engagement (ACE), a framework identifying two communities to help support student engagement: (a) the course community associated with course or school (teacher, peers,…

The coronavirus pandemic exacerbated long-standing educational inequities associated with technology access, learner agency, and participation in online learning. How were preservice and inservice educators supported in their pursuit of interest-driven professional learning that critically examined the unfolding impact of these inequities? This…

During the COVID-19 pandemic, an at-home laboratory program was created and implemented for a section of the general chemistry course at the University of Southern California. The experiments were designed to only utilize safe household items and no special equipment. These laboratory activities, spanning over 4 weeks, focused on concepts usually…