dc.contributor.author | Zhao, Yong | |
dc.contributor.author | Watterston, Jim | |
dc.date.accessioned | 2022-01-10T19:52:46Z | |
dc.date.available | 2022-01-10T19:52:46Z | |
dc.date.issued | 2021-02-18 | |
dc.identifier.citation | Zhao, Y., Watterston, J. The changes we need: Education post COVID-19. J Educ Change 22, 3–12 (2021). https://doi.org/10.1007/s10833-021-09417-3 | en_US |
dc.identifier.uri | http://hdl.handle.net/1808/32379 | |
dc.description.abstract | The COVID-19 pandemic has caused both unprecendented disruptions and massive changes to education. However, as schools return, these changes may disappear. Moreover, not all of the changes are necessarily the changes we want in education. In this paper, we argue that the pandemic has created a unique opportunity for educational changes that have been proposed before COVID-19 but were never fully realized. We identify three big changes that education should make post COVID: curriculum that is developmental, personalized, and evolving; pedagogy that is student-centered, inquiry-based, authentic, and purposeful; and delivery of instruction that capitalizes on the strengths of both synchronous and asynchronous learning. | en_US |
dc.publisher | Springer | en_US |
dc.rights | © The Author(s) 2021. This work is licensed under a Creative Commons Attribution 4.0 International License. | en_US |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | en_US |
dc.title | The changes we need: Education post COVID-19 | en_US |
dc.type | Article | en_US |
kusw.kuauthor | Zhao, Yong | |
kusw.kudepartment | Educational Leadership & Policy Studies | en_US |
dc.identifier.doi | 10.1007/s10833-021-09417-3 | en_US |
kusw.oaversion | Scholarly/refereed, publisher version | en_US |
kusw.oapolicy | This item meets KU Open Access policy criteria. | en_US |
dc.identifier.pmid | PMC7890782 | en_US |
dc.rights.accessrights | openAccess | en_US |