Harmey, S;
Moss, G;
(2020)
Learning Loss versus Learning Disruption: Written evidence submitted by the International Literacy Centre, UCL, Institute of Education to the Education Select Committee Inquiry into the impact of COVID-19 on education and children's services, July 2020.
UCL Institute of Education: London, UK.
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Abstract
This submission comes from the research project “A duty of care and a duty to teach: educational priorities in response to the COVID-19 crisis’. Funder: UKRI/ESRC Urgent COVID Response Call, project no. ES/V00414X/1. Researchers: PI: Gemma Moss. Co-Is: Alice Bradbury, Sam Duncan, Sinead Harmey and Rachael Levy. The project was based at the International Literacy Centre, UCL Institute of Education See https://www.ucl.ac.uk/ioe/departments-and-centres/centres/international-literacycentre/duty-care-and-duty-teach-educational-priorities-response-COVID-19-crisis Data were collected and analysed between May – Sept 2020. This submission summarises a systematic literature review conducted as part of this project.
| Type: | Working / discussion paper |
|---|---|
| Title: | Learning Loss versus Learning Disruption: Written evidence submitted by the International Literacy Centre, UCL, Institute of Education to the Education Select Committee Inquiry into the impact of COVID-19 on education and children's services, July 2020 |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://committees.parliament.uk/writtenevidence/1... |
| Language: | English |
| Keywords: | COVID-19 |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10111094 |
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