@misc{noauthor_delivering_nodate, title = {Delivering {Distance} {Learning} in {Emergencies} {An} {Overview}.pdf}, url = {https://www.edu-links.org/sites/default/files/media/file/Delivering%20Distance%20Learning%20in%20Emergencies%20An%20Overview.pdf}, urldate = {2020-08-14}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:KUH8QRG8}, } @misc{noauthor_delivering_nodate, title = {Delivering {Distance} {Learning} in {Emergencies} {Recommendations}.pdf}, url = {https://www.edu-links.org/sites/default/files/media/file/Delivering%20Distance%20Learning%20in%20Emergencies%20Recommendations.pdf}, urldate = {2020-08-14}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:PF4LWTXE}, } @misc{noauthor_delivering_nodate, title = {{DELIVERING} {DISTANCE} {LEARNING} {IN} {EMERGENCIES}.pdf}, url = {https://www.edu-links.org/sites/default/files/media/file/DELIVERING%20DISTANCE%20LEARNING%20IN%20EMERGENCIES.pdf}, urldate = {2020-08-14}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SKLDGAZL}, } @misc{noauthor_air_nodate, title = {On the air: 6 important lessons can be learned from {Zanzibar}’s distance learning efforts {\textbar} {Blog} {\textbar} {Global} {Partnership} for {Education}}, shorttitle = {On the air}, url = {https://www.globalpartnership.org/blog/air-6-important-lessons-can-be-learned-zanzibars-distance-learning-efforts}, abstract = {As education actors scramble during and post COVID-19 to reimagine teaching and learning beyond the classroom, here are six important lessons we can learn from Zanzibar’s distance learning efforts.}, language = {en}, urldate = {2020-08-14}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ATBJRC9H}, } @article{bordignon_over-promotion_nodate, title = {Over-promotion and caution in abstracts of preprints during the {COVID}-19 crisis}, volume = {n/a}, issn = {1741-4857}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/leap.1411}, doi = {10.1002/leap.1411}, abstract = {The abstract is known to be a promotional genre where researchers tend to exaggerate the benefit of their research and use a promotional discourse to catch the reader's attention. The COVID-19 pandemic has prompted intensive research and has changed traditional publishing with the massive adoption of preprints by researchers. Our aim is to investigate whether the crisis and the ensuing scientific and economic competition have changed the lexical content of abstracts. We propose a comparative study of abstracts associated with preprints issued in response to the pandemic relative to abstracts produced during the closest pre-pandemic period. We show that with the increase (on average and in percentage) of positive words (especially effective) and the slight decrease of negative words, there is a strong increase in hedge words (the most frequent of which are the modal verbs can and may). Hedge words counterbalance the excessive use of positive words and thus invite the readers, who go probably beyond the ‘usual’ audience, to be cautious with the obtained results. The abstracts of preprints urgently produced in response to the COVID-19 crisis stand between uncertainty and over-promotion, illustrating the balance that authors have to achieve between promoting their results and appealing for caution.}, language = {en}, number = {n/a}, urldate = {2021-10-05}, journal = {Learned Publishing}, author = {Bordignon, Frederique and Ermakova, Liana and Noel, Marianne}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/leap.1411}, keywords = {COVID-19, abstract, academic writing}, } @article{wyse_potential_nodate, title = {The {Potential} {Impact} of {COVID}-19 on {Student} {Learning} and {How} {Schools} {Can} {Respond}}, volume = {n/a}, copyright = {© 2020 by the National Council on Measurement in Education}, issn = {1745-3992}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/emip.12357}, doi = {10.1111/emip.12357}, abstract = {There is no denying the impact that the coronravirus disease (COVID-19) outbreak has had on many aspects of our lives. This article looks at the potential impact of COVID-19 on student learning as schools abruptly morphed into virtual learning environments using data from several instructional, practice, and assessment solutions offered by Renaissance. First, three hypothetical learning scenarios are considered using normative data from Star assessments to explore the potential impact on reading and math test performace. Next, data on Focus Skills are used to highlight which grades may have missed the most foundational math and reading content if instruction was stopped or reduced. Last, data from two of Renaissance's practice tools are used to evaluate whether students were practicing key skills following school closures. The article concludes that academic decline will likely occur but may be tempered by the increased use of practice tools; effects may look different for math and reading; and may impact grades and schools differently. As such, schools may need to leverage decision-making frameworks, such as the Multi-tiered Systems of Support/Response-to-Intervention (MTSS/RTI) framework, more than ever to identify needs and target instruction where it matters most when school begins in fall 2020.}, language = {en}, number = {n/a}, urldate = {2020-08-12}, journal = {Educational Measurement: Issues and Practice}, author = {Wyse, Adam E. and Stickney, Eric M. and Butz, David and Beckler, Amanda and Close, Catherine N.}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/emip.12357 KerkoCite.ItemAlsoKnownAs: 10.1111/emip.12357 2129771:5IVITW4S}, keywords = {COVID-19, \_\_C:filed:1, assessment, instruction, practice, student learning}, }