Duncan, S;
Levy, R;
Bradbury, A;
Moss, G;
(2021)
Learning through disruption 3: schools engaging with families and communities during COVID.
(Policy Briefing 3: Learning Through Disruption
).
UCL Institute of Education: London.
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Abstract
During the COVID pandemic, schools have found new ways of working with children and, crucially, their families. This has far-reaching implications for how schools and policy-makers consider homeschool communication as a means of developing parental and community engagement in the future.
| Type: | Working / discussion paper |
|---|---|
| Title: | Learning through disruption 3: schools engaging with families and communities during COVID |
| Dates: | 07 October 2021 - 07 October 2021 |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.ucl.ac.uk/ioe/departments-and-centres/... |
| Language: | English |
| 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 - Education, Practice and Society 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/10136059 |
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Loading...Loading...| 1. |  United States | 11 |
| 2. |  United Kingdom | 4 |
| 3. |  Greece | 4 |
| 4. |  China | 2 |
| 5. |  Lithuania | 2 |
| 6. |  Russian Federation | 2 |
| 7. |  Australia | 1 |
| 8. |  Indonesia | 1 |
| 9. |  South Africa | 1 |
| 10. |  Korea, Republic of | 1 |
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