Ruptured school trajectories: understanding the impact of COVID-19 on school dropout, socio-emotional and academic learning using a longitudinal design

Autor: Bayley, Stephen, Wole Meshesha, Darge, Rose, Pauline, Woldehanna, Tassew, Yorke, Louise, Ramchandani, Paul

This paper presents the findings of longitudinal research conducted in Ethiopia exploring the effects of COVID-19 school closures on children’s holistic learning, including their socio-emotional and academic learning. It draws on data from over 2,0

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b481aa3bd15d423421eb153f0148d6a7

Ruptured school trajectories: understanding the impact of COVID-19 on school dropout, socio-emotional and academic learning using a longitudinal design.

Autor: Bayley S; University of Cambridge, UK., Wole Meshesha D; Addis Ababa University, Ethiopia., Rose P; University of Cambridge, UK., Woldehanna T; Addis Ababa University, Ethiopia., Yorke L; University of Cambridge, UK., Ramchandani P; University of Cambridge, UK.

Publikováno v: Longitudinal and life course studies : international journal [Longit Life Course Stud] 2022 Nov 28; Vol. 14 (2), pp. 203-239. Date of Electronic Publication: 2022 Nov 28.