Academic Resilience During the COVID-19 Pandemic: A Triarchic Analysis of Education Policy Developments across Canada

Authors

DOI:

https://doi.org/10.53967/cje-rce.5555

Keywords:

Academic Resilience, Education Policy, COVID-19, learning supports and resources

Abstract

This study employed a qualitative content analysis of provincial policy documents, following deductive methods, to examine academic resilience and education policy developments across Canada during the COVID-19 pandemic. More specifically, the study explicates the nature and scope of provincial policy responses to the global pandemic that address academic issues, physical health and well-being, and mental health issues for K–12 students. The pan-Canadian analysis revealed a total of 62 documents were issued between January 2020 and December 2021 that addressed one or more of the triarchic dimensions of academic resilience. The findings suggested greater attention was devoted to academic issues and there was a general lack of policy differentiation in terms of how specific resources and supports were to be directed within provincial educational jurisdictions.

Author Biographies

Louis Volante, Brock University

Louis Volante (PhD) is a professor of education at Brock University, professorial fellow at UNU-MERIT / Maastricht Graduate School of Governance, and current president of the Canadian Society for the Study of Education (CSSE). His research is primarily focused on global education policy, performance monitoring and transnational governance, inequality in educational opportunities and outcomes, and impact evaluation of policies and programmes. Louis’ scholarship is widely cited in academic and policy communities and has received numerous awards and generous funding from international and national agencies such as the Social Sciences and Humanities Research Council of Canada (SSHRC).

Camila Lara, Brock University

Camila Lara holds a Master of Science in Public Policy and Human Development from Maastricht University. She is currently a Graduate Research Assistant at Brock University and Integration Program Advisor at Immigration, Refugees and Citizenship Canada (IRCC). Her research focuses on education policies and support measures for at-risk student populations such as refugees, immigrants, and children living in poverty. Camila was the recipient of the 2019 David Bateson Award by the Canadian Educational Researchers’ Association (CERA) and 2021 R.W.B. Jackson Award by the Canadian Society for the Study of Education (CSSE).

Don A. Klinger , University of Waikato

Don A. Klinger (PhD) is the pro vice-chancellor of Te Wānanga Toi Tangata Division of Education at the University of Waikato. Prior to his current role, Professor Klinger was at Queen’s University in Canada. His research explores measurement theory and the use of assessments to support teaching, learning and policy across education contexts. Professor Klinger is especially interested in efforts to identify and reduce learning inequities exposed through large-scale measures of educational outcomes. Among his accomplishments, Professor Klinger co-chaired the writing of the Classroom Assessment Standards for PreK-12 Teachers, and he served as president of the Canadian Society for the Study of Education.

Melissa Siegel, Maastricht University

Melissa Siegel is a Professor of Migration Studies UNU-MERIT and Maastricht University. She is Co-Director of the Maastricht Center for Citizenship, Migration and Development (MACIMIDE), currently holds the Chair of the UNU Migration Network and is a Research Associate at the Center on Migration, Policy and Society (COMPAS) at the University of Oxford. She is also on the advisory board of the Migration Policy Center, EUI as well as the International Institute of Social Studies (ISS), Erasmus University Rotterdam​ and was formerly on the board of the Hague Process on Refugees and Migration. She has done visiting research fellowships at Harvard University, the Kiel Institute for the World Economy and the University of Oxford. She has advised, worked on or headed projects for several governments and international organisations. She is also regularly involved in migration-related trainings/capacity building for governments and international organizations  as well as teaching at the Bachelor’s, Master’s and PhD level. She has also given advice at the United Nations and European Commission on migration issues. Her main research interests lie in the causes and consequences of migration with a strong emphasis on the linkages between migration and development.

References

Agasisti, T., Avvisati, F., Borgonovi, F., & Longobardi, S. (2018). Academic resilience: What schools and countries do to help disadvantaged students succeed in PISA. OECD Education Working Papers No 167. OECD Publishing. https://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=EDU/WKP(2018)3&docLanguage=En

Alberta Education. (2020). 2020-21 school re-entry plan. https://open.alberta.ca/dataset/a3910dd5-d52f-4a7d-821f-a381002419e9/resource/03c07743-31bc-46d1-9c65-b39335c4f3ad/download/edu-2020-2021-school-re-entry-plan-2020-0827.pdf

Alberta Education. (2021a). 2021-2022 school year plan. https://open.alberta.ca/dataset/13d2242a-d310-419e-960c-6fe273d0f7b3/resource/ddac0c8a-a68d-46e1-9d76-2a4d34385273/download/edc-school-year-plan-2021-2022.pdf

Alberta Education. (2021b). Building social emotional competencies: Choosing instructional resources. https://open.alberta.ca/dataset/6bbac88b-a6a7-41c6-938a-bebfe461e3d4/resource/b3dc90c0-ea7a-4b48-a230-414cedcf6844/download/edc-choosing-social-emotional-learning-resources.pdf

Alberta Education. (2021c). COVID-19 information: Parents’ guide 2020-21 school year. https://open.alberta.ca/dataset/ee687c03-af4e-4e08-9a5c-2b913ebdf31b/resource/83347c58-b51f-4353-96a5-6e73aadaa352/download/edc-covid-parents-guide-2020-21-school-year-2020-08-updated.pdf

Alberta Education. (2021d). Investing in students to close the gap on pandemic learning loss | Investing in students to reduce the loss of learning due to the pandemic. https://www.alberta.ca/release.cfm?xID=782630815847F-FD53-2003-D1290A769E208A08

Alberta Education. (2021e). Literacy program to address COVID-19 learning loss. https://www.alberta.ca/release.cfm?xID=7770987312573-A3D6-9C8C-1537318FF44D4BCF

Alberta Education. (2021f). Social-emotional learning. https://www.alberta.ca/social-emotional-learning.aspx

Alberta Education. (2021g). Summer school 2021: COVID-19 plan. https://open.alberta.ca/dataset/fcab7dd5-37e4-47aa-90f2-242ee1b5e39d/resource/77daa900-42df-4c53-8469-9b1d08be2883/download/edc-summer-school-covid-19-plan-2021.pdf

Bailey, D. H., Duncan, G. J., Murnane, R. J., & Yeung, N. A. (2021). Achievement gaps in the wake of COVID-19. Educational Researcher, 50(5), 266–275. https://doi.org/10.3102%2F0013189X211011237

Benningfield, M. M., & Stephan, S. H. (2015). Integrating mental health in schools to support student success. Child & Adolescent Psychiatry Clinics, 24(2), XV–XVII. https://www.childpsych.theclinics.com/article/S1056-4993(14)00127-8/fulltext

Blazko, Z., da Costa, P., & Schnepf, S. V. (2021). Learning loss and educational inequalities in Europe: Mapping the potential consequences of the COVID-19 crisis. IZA Discussion Paper No. 14298. https://ftp.iza.org/dp14298.pdf

British Columbia Ministry of Education. (2020a). Supporting the K-12 education response to Covid-19 in B.C. https://www.sd8.bc.ca/sites/default/files/k-12-covid-19-integrated-planning-framework---march-27-2020.pdf

British Columbia Ministry of Education. (2020b). Trauma-informed practice: Curricular competencies and compassionate learning components. https://mytrainingbc.ca/traumainformedpractice/pdf/Curricular%20Competencies%20and%20Compassionate%20Learning%20Components.pdf

British Columbia Ministry of Education. (2020c). Mental health in schools strategy. https://www2.gov.bc.ca/assets/gov/erase/documents/mental-health-wellness/mhis-strategy.pdf

British Columbia Ministry of Education. (2021a). COVID-19 safe schools. https://www2.gov.bc.ca/gov/content/education-training/k-12/covid-19-safe-schools

British Columbia Ministry of Education. (2021b). Expectations for the K-12 sector at each stage. https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/program-management/safe-caring-and-orderly-schools/planning-framework/expectations

British Columbia Ministry of Education. (2021c). Five stages framework for K-12 education. https://www2.gov.bc.ca/gov/content/education-training/k-12/covid-19-safe-schools/five-stages-framework

British Columbia Ministry of Education. (2021d). Supporting the K-12 education response to Covid-19 in B.C. Operational guidelines for school districts and independent school authorities. https://www.openschool.bc.ca/covidguidelines/pdf/COVID19_OperationalGuidelinesK12_04232021.pdf

Carroll, N., Sadowski, A., Laila, A., Hruska, V., Nixon, M., Ma, D. W. L., & Haines, J. (2020). The impact of COVID-19 on health behavior, stress, financial and food security among middle and high income Canadian families with young children. Nutrients, 12, 1–14. https://www.mdpi.com/2072-6643/12/8/2352

Chernyshenko, O. S., Kankaraš, M., & Drasgow, F. (2018). Social and emotional skills for student success and well-being: Conceptual framework for the OECD study on social and emotional skills. OECD Education Working Papers No. 173. OECD Publishing. https://www.oecd-ilibrary.org/education/social-and-emotional-skills-for-student-success-and-well-being_db1d8e59-en

Coe, D. P., Pivarnik, J. M., Womack, C. J., Reeves, M. J., & Malina, R. M. (2012). Health related fitness and academic achievement in middle school students. The Journal of Sports Medicine and Physical Fitness, 52(6), 654–660.

Cost, K. T., Crosbie, J., Anagnostou, E., Birken, C. S., Charach, A., Monga, S., Kelley, E., Nicolson, R., Maguire, J. L., Burton, C. L., Schachar, R. J., Arnold, P. D., & Korczak, D. J. (2021). Mostly worse, occasionally better: Impact of COVID-19 pandemic on the mental health of Canadian children and adolescents. European Child Adolescent Psychiatry, 31(4), 671–684. https://pubmed.ncbi.nlm.nih.gov/33638005/

Creswell, J. K., & Poth, C. N. (2017). Qualitative inquiry and research design - Choosing among five traditions (4th ed.). SAGE.

Depping, D., Lücken, M., Musekamp, F., & Thonke, F. (2021). KompetenzständeHamburger Schülerinnen vor und während der Corona-Pandemie [Alternative pupils’ competence measurement in Hamburg during the Corona pandemic]. DDS – Die Deutsche Schule, Beiheft, 17, 51–79. https://www.pedocs.de/volltexte/2021/21514/pdf/DDS_Beiheft_17_2021_Depping_et_al_Kompetenzstaende_Hamburger.pdf

Donnelly, R., & Patrinos, H. A. (2021). Learning loss during Covid-19: An early systematic review. Prospects, 51, 601–609. https://doi.org/10.1007/s11125-021-09582-6

Eide, E. R., Showalter, M. H., & Goldhaber, D. D. (2010). The relation between children’s health and academic achievement. Children and Youth Services Review, 32(2), 231–238.

Eisenberg, D., Lipson, S. K., & Posselt, J. (2016). Promoting resilience, retention, and mental health. New Directions for Student Services, 2016(156), 87–95. https://onlinelibrary.wiley.com/doi/10.1002/ss.20194

Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences of the United States of America, 118(17), 1–7. https://www.pnas.org/content/pnas/118/17/e2022376118.full.pdf

Gadermann, A. C., Thompson, K. C., Richardson, C. G., Gagne, M., McAuliffe, C., Hirani, S., & Jenkins, E. (2021). BMJ Open, 11, 1–11. https://bmjopen.bmj.com/content/bmjopen/11/1/e042871.full.pdf

Hawke, L. D., Monga, S., Korczak, D., Hayes, E., Relihan, J., Darnay, K., Cleverley, K., Lunsky, Y., Szatmari, P., & Henderson, J. (2020). Impacts of the COVID-19 pandemic on youth mental health among youth with physical health challenges. Early Interventions in Psychiatry, 15(5) 1146–1153. https://onlinelibrary.wiley.com/doi/epdf/10.1111/eip.13052

Health Canada. (2020). Guide to student mental health during COVID-19. Government of Canada. https://www.mentalhealthcommission.ca/sites/default/files/2020-09/covid_19_tip_sheet_student_mental_health_eng.pdf

Hsiu-Fang, H., & Shannon, S. (2015). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 29–42.

Jackson, M. I. (2015). Cumulative inequality in child health and academic achievement. Journal of Health and Social Behaviour, 56(2), 262–280. https://journals.sagepub.com/doi/10.1177/0022146515581857

Kaffenberger, M. (2021). Modelling the long-run learning impact of the Covid-19 learning shock: Actions to (more than) mitigate loss. International Journal of Development, 81. https://www.sciencedirect.com/science/article/pii/S0738059320304855#

Kautz, T., Heckman, J. J., Diris, R., ter Weel, B., & Borghans, L. (2014). Fostering and measuring skills: Improving cognitive and non-cognitive kills to promote lifetime success. OECD Publishing. www.oecd.org/education/ceri/Fostering-and-Measuring-Skills-Improving-Cognitive-and-Non-Cognitive-Skills-to-Promote-Lifetime-Success.pdf

Kaya, M., & Erdem, C. (2021). Students’ well-being and academic achievement: A meta-analysis study. Child Indicators Research, 14, 1743–1767. https://doi.org/10.1007/s12187-021-09821-4

Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the potential impact of COVID-19 school closures on academic achievement. Educational Researcher, 49(8), 549–565. https://journals.sagepub.com/doi/pdf/10.3102/0013189X20965918

Lorelli, S., Norris, J. M., & White, D. E. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16, 1–13.

Maldonato, J. E., & De Witte, C. (2021). The effect of school closures on standardised student test outcomes. British Educational Research Journal, 48(1), 49–94. https://doi.org/10.1002/berj.3754

Manitoba Education. (2020a). Introduction to blended learning. https://www.edu.gov.mb.ca/k12/dl/docs/blend_learn.pdf

Manitoba Education. (2020b). Distance learning supports. https://www.edu.gov.mb.ca/k12/covid/docs/dl_response_plan.pdf

Manitoba Education. (2020c). Kindergarten to grade 8 remote learning guidance. https://www.edu.gov.mb.ca/k12/covid/docs/k8_remote_learning_guidance.pdf

Manitoba Education. (2020d). Manitoba Education standards for remote learning. https://www.edu.gov.mb.ca/k12/covid/docs/remote_learn_standards.pdf

Manitoba Education. (2020e). Recovery learning. https://www.edu.gov.mb.ca/k12/covid/docs/recovery_learning.pdf

Manitoba Education. (2020f). Welcoming our students back. https://www.edu.gov.mb.ca/k12/covid/index.html

Manitoba Education. (2020g). Welcoming our students back: Restoring safe schools – COVID 19 K–12 school settings, practice guidance and protocols. https://manitoba.ca/asset_library/en/covid/k12-guidelines-oct20.pdf

Manitoba Education. (2020h). Welcoming our students back: Restoring safe schools – A guide for parents, caregivers and students: What to expect when welcomed back to school. https://manitoba.ca/asset_library/en/covid/k12-GuideForParents-oct20.pdf

Manitoba Education. (2020i). Welcoming our students back: Restoring safe schools educator toolkit. https://www.edu.gov.mb.ca/k12/covid/docs/toolkitslidedeck.pdf

Manitoba Education. (2020j). Welcoming our students back: Supporting students with special needs and students at risk as they return to school. https://www.edu.gov.mb.ca/k12/covid/docs/support_students_w_special_needs.pdf

Manitoba Education. (2021a). Manitoba pandemic support guide: Caring for our students. https://www.edu.gov.mb.ca/k12/covid/docs/mpsg_caring_student.pdf

Manitoba Education. (2021b). Manitoba pandemic support guide: Resources for students and adults. https://www.edu.gov.mb.ca/k12/covid/docs/mpsg_resources.pdf

Manitoba Education. (2021c). Manitoba remote learning support centre. https://www.edu.gov.mb.ca/k12/covid/docs/remote_learning_center.pdf

Matingwina, T. (2018). Health, academic achievement and school-based interventions. In B. Bernal-Morales (Ed.), Health and academic achievement (pp. 143–158). IntechOpen Publishing.

Moore, S. A., Faulkner, G., Rhodes, R. E., Brussoni, M., Chulak-Bozzer, T., Ferguson, L. J.,Mitra, R., O’Reilly, N., Spence, J. C., Vanderloo, L. M., & Tremblay, M. S. (2020). Impact of the COVID-19 virus outbreak on movement and play behaviours of Canadian children and youth: A national survey. International Journal of Behaviour Nutrition and Physical Activity, 17. https://doi.org/10.1186/s12966-020-00987-8

New Brunswick Department of Education and Early Childhood Development (2020a). Emotional well-being: The importance of connection. https://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/promo/learning_at_home/ImportanceOfConnection.pdf

New Brunswick Department of Education and Early Childhood Development. (2020b). Laptop subsidy program. https://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/promo/learning_at_home/LaptopSubsidyProgram_English_ASL.pdf

New Brunswick Department of Education and Early Childhood Development. (2020c). Learning at home grades K–12 (edition 1). https://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/promo/learning_at_home/LearningAtHome_Edition1.pdf

New Brunswick Department of Education and Early Childhood Development. (2020d). Learning at home grades K–12 (edition 2). https://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/promo/learning_at_home/LearningAtHome_Edition2.pdf

New Brunswick Department of Education and Early Childhood Development. (2020e). Learning at home grades K–12 (edition 3). https://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/promo/learning_at_home/LearningAtHome_Edition3.pdf

New Brunswick Department of Education and Early Childhood Development. (2020f). Learning at home: Resources for families. https://www2.gnb.ca/content/gnb/en/departments/education/learning_at_home.html

New Brunswick Department of Education and Early Childhood Development. (2020g). Learning through outside play. https://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/promo/learning_at_home/LearningThroughOutsidePlay.pdf

New Brunswick Department of Education and Early Childhood Development. (2020h). Minister’s memo: Home learning plan. https://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/promo/learning_at_home/ContinuityOfLearning.pdf

New Brunswick Department of Education and Early Childhood Development. (2020i). Mindfulness: Maintaining calm during times of uncertainty. https://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/promo/learning_at_home/Mindfulness.pdf

New Brunswick Department of Education and Early Childhood Development. (2020j). Physical wellness: Keep moving! https://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/promo/learning_at_home/PhysicalWellness.pdf

New Brunswick Department of Education and Early Childhood Development. (2020k). Return to school: Direction for school districts and schools, September 2020. https://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/ReturnSchool_Districts.pdf

New Brunswick Department of Education and Early Childhood Development. (2020m). Return to school: Guide for parents and the public, September 2020. https://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/return-to-school-guide.pdf

New Brunswick Department of Education and Early Childhood Development. (2020o). Social and emotional learning. https://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/promo/learning_at_home/ESSConnect_SocialEmotionalLearning.pdf

New Brunswick Department of Education and Early Childhood Development. (2020p). Talking with your children/youth about COVID-19. https://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/promo/learning_at_home/TalkingWithChildrenAboutCOVID-19.pdf

New Brunswick Department of Education and Early Childhood Development. (2021a). Healthy and safe schools 2021-22 guidelines. https://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/2021-22-guidelines.pdf

Newfoundland and Labrador Department of Education. (2020). Newfoundland and Labrador: K-12 education re-entry plan. https://www.gov.nl.ca/education/files/education-re-entry-document.pdf

Newfoundland and Labrador Department of Education. (2021a). Newfoundland and Labrador public health guidance for K-12 schools. https://www.gov.nl.ca/education/files/Public-Health-Guidance-for-K-12-Schools.pdf

Newfoundland and Labrador Department of Education. (2021b). Return to school plan: Together. Again. https://www.gov.nl.ca/education/files/K-12-School-Plans-September-2021.pdf

Newfoundland and Labrador Department of Education. (2021c). What you need to know about online learning. https://www.gov.nl.ca/education/files/Education-Online-Learning-english.pdf

Nova Scotia Department of Education and Early Childhood Development. (2021a). Coping with COVID-19. https://curriculum.novascotia.ca/sites/default/files/documents/resource-files/Coping%20w%20COVID19.pdf

Nova Scotia Department of Education and Early Childhood Development. (2021b). Finding balance at home. https://curriculum.novascotia.ca/sites/default/files/documents/resource-files/Finding%20Balance%20at%20Home_EN.pdf

Nova Scotia Department of Education and Early Childhood Development. (2021c). Ideas for parents to help children to practice their reading and writing skills. https://curriculum.novascotia.ca/sites/default/files/documents/resource-files/Ideas%20for%20parents%20to%20help%20children%20to%20practice%20their%20reading%20and%20writing%20skills.pdf

Nova Scotia Department of Education and Early Childhood Development. (2021d). Ideas for parents to help children to practice their math skills. https://curriculum.novascotia.ca/sites/default/files/documents/resource-files/Ideas%20for%20parents%20to%20help%20children%20to%20practice%20their%20math%20skills.pdf

Nova Scotia Department of Education and Early Childhood Development. (2021e). Synchronous and asynchronous learning explained. https://curriculum.novascotia.ca/sites/default/files/documents/resource-files/Synchronous%20and%20asynchronous%20learning.pdf

Nova Scotia Department of Education and Early Childhood Development. (2021f). Update on plans for learning from home 2021-2022. https://www.ednet.ns.ca/learning_at_home

Ontario Ministry of Education. (2020). Policy/program memorandum 164. https://www.ontario.ca/document/education-ontario-policy-and-program-direction/policyprogram-memorandum-164

Ontario Ministry of Education. (2021a). COVID-19: Health, safety and operational guidance for schools (2021-2022). https://www.ontario.ca/document/covid-19-health-safety-and-operational-guidance-schools-2021-2022

Ontario Ministry of Education. (2021b). Guide to reopening Ontario’s schools. https://www.ontario.ca/page/guide-reopening-ontarios-schools

Ontario Ministry of Education. (2021c). Memorandum 2021: B07 planning for the 2021-22 school ear. https://efis.fma.csc.gov.on.ca/faab/Memos/B2021/B07_EN.pdf

Ontario Ministry of Education. (2021d). COVID-19: Health and safety measures at schools. https://www.ontario.ca/page/covid-19-health-and-safety-measures-schools

Organisation for Economic Cooperation and Development. (2018). PISA 2018 results (volume III). OECD Publishing. https://www.oecd.org/publications/pisa-2018-results-volume-iii-acd78851-en.htm

Physical and Health Education Canada. (2021). 2021-2024 PHE Canada Strategic Plan: A clear path forward. https://phecanada.ca/about/strategic-plan

Prince Edward Island Department of Health. (2021). Mental health services. https://www.princeedwardisland.ca/en/information/health-pei/mental-health-services

Saskatchewan Ministry of Education. (2021). COVID-19: 2020-21 learning supports for families and teachers. https://publications.saskatchewan.ca/#/products/113593

Schwartz, K. D., Exner-Cortens, D., McMorris, C. A., Makarenko, E., Arnold, P., Van Bavel, M., Williams, S., & Canfield, R. (2021). COVID-19 and student well-being: Stress and mental health during return-to-school. Canadian Journal of School Psychology, 36(2), 166–185. https://journals.sagepub.com/doi/full/10.1177/08295735211001653

UNESCO. (n.d.). COVID-19 impact on education: Global monitoring of school closures. https://en.unesco.org/covid19/educationresponse#schoolclosures

Volante, L., Klinger, D., & Barrett, J. (2021). Academic resilience in a post-COVID world: A multi-level approach to capacity building. Education Canada, 61(3), 32–34. https://www.edcan.ca/articles/academic-resilience-in-a-post-covid-world/

Volante, L., & Klinger, D. A. (2022a). PISA, global reference societies, and policy borrowing: The promises and pitfalls of academic resilience. Policy Futures in Education. https://journals.sagepub.com/doi/10.1177/14782103211069002

Volante, L., & Klinger, D. A. (2022b, January 27–28). Assessing non-cognitive skills to promote equity and academic resilience [Paper presentation]. Advancing Assessment and Evaluation Virtual Conference: Queens’ University Assessment and Evaluation Group (AEG) and Educational Testing Services (ETS).

Vollstedt, M., & Rezat, S. (2019). An introduction to grounded theory with a special focus on axial coding and the coding paradigm. In G. Kaiser & N. Presmeg (Eds.), Compendium for early career researchers in mathematics education. ICME-13 Monographs. Springer. https://doi.org/10.1007/978-3-030-15636-7_4

Ye, W., Strietholt, R., & Blomeke, S. (2021). Academic resilience: Underlying norms and validity of definitions. Educational Assessment, Evaluation, and Accountability, 33(1), 169–202.

Downloads

Published

2023-01-02

How to Cite

Volante, L., Lara, C. ., Klinger , D. A. ., & Siegel, M. . (2023). Academic Resilience During the COVID-19 Pandemic: A Triarchic Analysis of Education Policy Developments across Canada. Canadian Journal of Education/Revue Canadienne De l’éducation, 45(4), 1112–1140. https://doi.org/10.53967/cje-rce.5555