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Extended School Closure: Consequences for Mastery and Motivation

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When schools are closed for an extended period of time, what are the consequences for mastery and motivation?

With so many schools close worldwide, what will the consequences and outcome be? Will administrators and educators resume, where they left off or will the dynamic provoke educational institutions to rethink elementary, secondary and higher education? Some subjects are suitable for hands-on only and others are not.

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Solution Summary

The follow up to school closure, is discussed, after society has endured a pandemic.

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So many students are without their daily routine of school or availability of area libraries and little is left except the world wide web and some home resources.

Will communities learn from this pandemic or will education suffer now and in a long term way?

The last time the world experienced a pandemic was in 1918 (according to the CDC 1), a time when automobiles were just starting to merge into society and horses were the means of travel and one-room schools were common. There was no world wide web or computers. Typewriters were available but education at the time was unlike how it has evolved in the 21st century and referencing that pandemic in our current generation offers little reference to reflect on for potential of outcomes. The means for handling the health crisis are the same but society is quite different.
What we know for sure is that the trends away from the baby boom generation, with going to school in masses with classrooms having students mostly the same age has evolved. More regions have lifted mandates to go to school and families have chosen to homeschool, un-school and other coop options, contrasting the traditional brick and mortar school tradition.
This author, having taught in five US states, in charters, public, private, BIE schools, as well as circulated in homeschool groups, online education and academic enrichment has seen the trends in these settings and anticipates some that will migrate from ...

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