“We Need to Do Better by Kids”: Changing Routines in U.S. Schools in Response to COVID-19 School Closures-Reference-Cited by-同舟云学术

“We Need to Do Better by Kids”: Changing Routines in U.S. Schools in Response to COVID-19 School Closures

Published:2021-04-01 Issue:2 Volume:26 Page:135-156
ISSN:1082-4669
Container-title:Journal of Education for Students Placed at Risk (JESPAR)
language:en
Short-container-title:Journal of Education for Students Placed at Risk (JESPAR)

Author:

Grooms Ain A.¹,Childs Joshua²

Affiliation:

1. University of Iowa

2. University of Texas-Austin

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10824669.2021.1906251

Reference108 articles.

1. Inequities During COVID-19

2. Anderson, M. D. (2020). October 28). “You’re out of your mind if you think I’m ever going back to school”: When learning is virtual, Black parents can watch for unfair treatment. Retrieved from www.nytimes.com.

3. Dis/ability critical race studies (DisCrit): theorizing at the intersections of race and dis/ability

4. Building Resilience in Schools in the Wake of Hurricane Katrina

5. Organizational routines: a review of the literature

Cited by 54 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. School climate during the COVID-19 pandemic in three European countries: A cross-sectional pre-post quasi experimental study;International Journal of Educational Research Open;2024-12

2. Responding to Crisis: A Multiple Case Study of District Approaches for Supporting Student Learning in the COVID-19 Pandemic;Educational Administration Quarterly;2024-08-22

3. “By Any Means Necessary”: A Case Study Examining How School Leaders Facilitated Community Connectedness in the Early Years of Elementary School;Leadership and Policy in Schools;2024-07-02

4. Pragmatic Adaptations to Kids SIPsmartER's Implementation Protocol Supported Its Delivery During the COVID-19 Pandemic;Journal of Nutrition Education and Behavior;2024-07

5. Conceptualizing District COVID-19 Response as a Portal for Increasing Equitable Access;Leadership and Policy in Schools;2024-05-03