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dc.contributor.authorLUNDTOFTE, Thomas Enemark
dc.date.accessioned2021-11-23T13:42:30Z
dc.date.available2021-11-23T13:42:30Z
dc.date.issued2021
dc.identifier.isbn978-92-76-38653-7
dc.identifier.urihttps://ketlib.lib.unipi.gr/xmlui/handle/ket/3779
dc.descriptionJRC125452
dc.descriptiondoi:10.2760/41171
dc.description.abstractThis report presents results from a Danish qualitative interview-based study with teachers, students parents, school leaders and representatives from interest groups (n=22). The focus is on the academic year 2020-21 in Danish compulsory education, which can be described as the first full year with Covid-19. The study reveals how practices from the first school closures in the academic year 2019-20 were brought into 2020-21, the report focuses on the second phase of school closures, starting December 2020. Key findings relate to topics of wellbeing and vulnerability, structure and digital technologies used for remote schooling, and feedback and assessment. Finally, perspectives on how experiences from the situation with the Covid-19 pandemic should inform the near and not-so-near future in Danish compulsory education are offered.
dc.format.extent29p.
dc.language.isoen
dc.publisherPublications Office of the European Union
dc.subjectCOVID-19
dc.subjectEmotions and wellbeing
dc.subjectEducational response to COVID-19
dc.titleThe school year 2020-2021 in Denmark during the pandemic
dc.typecom document
dc.publisher.placeLuxembourg


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