Revision2

Article Citation

Taylor, D. A., Lewis, N., Walker, A., & Gray, J. A. (2023). Perspectives of two principals: How to mitigate learning loss in turnaround schools. Preventing School Failure: Alternative Education for Children and Youth, 67(3), 145-154. https://doi.org/10.1080/1045988X.2023.2204831 Comment by Mary Kolesinski: The journal volume is also italicized in the reference citation.

Purpose of the study

This study explored how two school principals tackled learning loss in turnaround schools, especially after the disruptions caused by the COVID-19 pandemic. You need a text citation here. Comment by Mary Kolesinski: Use past tense when referring to study already conducted. Comment by Mary Kolesinski: Since you are using information from the article, you need to cite the author.

Participants (number, ages, other characteristics; and how selected)

The study included two middle school principals in Texas and Alabama from economically challenged areas, responsible for leading turnaround efforts in schools identified as failing or underperforming. You need a text citation here.

Description of the intervention (what the researchers did to the participants)

Both principals implemented School Improvement Plans (SIPs) focusing on high priority needs such as teacher support, fostering a positive school climate, and engaging parents and stakeholders. You need a text citation here.

Method(s) for data analysis (what tests did the researches use and how did they analyze the data)

The article was a case study analysis based on qualitative data collected from interviews, school data, and leadership strategies. You need a text citation here. Comment by Mary Kolesinski: You indicate how the data were collected but you need to explain how the data were analyzed.

Results (findings by the researchers)

The strategies resulted in measurable improvements in student achievement. Key actions included motivating staff, improving attendance, focusing on accountability, and offering teacher development initiatives. You need a text citation here.

Author(s) conclusions/recommendations

The authors recommended comprehensive leadership plans that address learning loss through teacher engagement, data-driven decision-making, and creating a positive school culture. You need a text citation here.

Article Citation

Schuurman, T. M., Henrichs, L. F., Schuurman, N. K., Polderdijk, S., & Hornstra, L. (2021). Learning loss in vulnerable student populations after the first COVID-19 school closure in the Netherlands. Educational Research Review, 11(4), 860-867. https://doi.org/10.1038/s41562-021-01048-5

Purpose of the study

The article examined the impact of the first COVID-19 school closure on vulnerable student populations in the Netherlands. You need a text citation here.

Participants (number, ages, other characteristics; and how selected)

The study included 886 Grade 3-5 students from schools with a high percentage of students from disadvantaged backgrounds. You need a text citation here.

Description of the intervention (what the researchers did to the participants)

No specific intervention was conducted. The study analyzed the effect of remote learning during school closures, particularly on vulnerable student groups. You need a text citation here.

Method(s) for data analysis (what tests did the researches use and how did they analyze the data)

Piecewise growth analysis was used to compare student performance in national standardized tests pre- and post-lockdown in mathematics and reading comprehension. You need a text citation here.

Results (findings by the researchers)

The study found a learning loss of approximately 2.47 months in mathematics and 2.35 months in reading, with students from disadvantaged backgrounds experiencing more significant losses. You need a text citation here.

Author(s) conclusions/recommendations

The authors recommended targeted interventions to support vulnerable students in overcoming the effects of learning loss, including increased resources and personalized learning support. You need a text citation here.

Article Citation

Reynolds, A., & Yavuz, O. (2022). A mechanism to increase literacy and math skills to reduce summer learning loss. Education Leadership Review of Doctoral Research, 10(1), 48-67. https://doi.org/10.1108/ELRDR.2022.10

Purpose of the study

The study aimed to determine the effectiveness of a Summer Academy program in mitigating summer learning loss in reading and math for 5th and 6th-grade students. You need a text citation here.

Participants (number, ages, other characteristics; and how selected)

The study involved 512 students from economically disadvantaged backgrounds in grades 5 and 6. You need a text citation here.

Description of the intervention (what the researchers did to the participants)

Students attended a 5-week Summer Academy where they received targeted reading and writing instruction along with daily STEM activities. You need a text citation here.

Method(s) for data analysis (what tests did the researches use and how did they analyze the data)

A quasi-experimental design was used, comparing pre-test and post-test scores using paired sample t-tests and independent sample t-tests. You need a text citation here.

Results (findings by the researchers)

Participants showed significant gains in reading compared to non-participants, while math skills declined. The lack of specific math instruction was identified as the primary reason for this regression. You need a text citation here.

Author(s) conclusions/recommendations

The authors recommended a redesign of summer programs to include more focused math instruction and alignment between summer curricula and regular school-year curricula. You need a text citation here.

Article Citation

Toker, T. (2022). Detecting possible learning losses due to COVID-19 pandemic: An application of curriculum-based assessment. International Journal of Contemporary Educational Research, 9(1), 78-86. https://doi.org/10.33200/ijcer.985992

Purpose of the study

This study investigated the extent of learning loss in Turkish and mathematics subjects among 8th-grade students due to the COVID-19 pandemic, using curriculum-based assessments. You need a text citation here.

Participants (number, ages, other characteristics; and how selected)

The study involved 4,501 8th-grade students in Turkey, divided by gender and socioeconomic background. You need a text citation here.

Description of the intervention (what the researchers did to the participants)

The study compared national standardized test scores from 2016 and 2020 to assess the impact of school closures on learning. You need a text citation here.

Method(s) for data analysis (what tests did the researches use and how did they analyze the data)

Factorial ANOVA was used to analyze changes in test scores based on gender and mothers' education levels. You need a text citation here.

Results (findings by the researchers)

There was significant learning loss in both Turkish and math, with girls and students whose mothers had lower education levels experiencing greater losses. You need a text citation here.

Author(s) conclusions/recommendations

The authors suggested targeted recovery programs focusing on disadvantaged students, particularly girls, to mitigate the long-term effects of learning loss​. You need a text citation here.

Article Citation

Jones, D. A. (2022). Views on modifying the traditional school calendar for a post-COVID world: Could a balanced calendar model mitigate COVID-19 slide? Journal of Education, 0(0), 1–11. https://doi.org/10.1177/00220574221112626

Purpose of the study

The study investigated whether changing the traditional school calendar to a balanced or year-round model can help reduce COVID-19-related learning loss and achievement gaps.

Participants (number, ages, other characteristics; and how selected)

The study was a policy analysis, focusing on educational leaders and disadvantaged students worldwide.

Description of the intervention (what the researchers did to the participants)

Proposed intervention involved shifting to a balanced or year-round school calendar with shorter summer breaks and additional instructional days.

Method(s) for data analysis (what tests did the researches use and how did they analyze the data)

Literature review of existing research on year-round schooling, instructional time, and its effects on learning loss and achievement gaps. Comment by Mary Kolesinski: This article is a literature review, not a primary research article which is a requirement of the assignment. It needs to be replaced by another article.

Results (findings by the researchers)

Year-round schooling and extended school years help reduce summer learning loss, particularly benefiting low-income students, though results are mixed in some cases.

Author(s) conclusions/recommendations

Policymakers should consider calendar changes to address learning loss, especially for disadvantaged students, though further research is needed to confirm the broader effectiveness of these models​.

Article Citation

Pek, L. S., Nadarajan, N. T. M., Khusni, H., Mee, R. W. M., Ismail, M. R., Adha, N. S. Q. S., ... & Arma, J. (2024). Factors contributing to learning losses among primary school children: a scoping review. Journal of Education and Learning (EduLearn), 18(3), 840-847. https://doi.org/10.11591/edulearn.v18i3.21305

Purpose of the study

The review examines the causes of learning loss in primary school children, focusing on reading literacy, and the effects of the COVID-19 pandemic.

Participants (number, ages, other characteristics; and how selected)

No direct participants. The review includes 20 studies on primary school students from various countries. Comment by Mary Kolesinski: This is not a primary research study; it is a compendium of studies written in the third person. You need to replace this article with a primary research study.

Description of the intervention (what the researchers did to the participants)

No intervention. The study identifies contributing factors to learning loss, such as socioeconomic status, remote learning challenges, and school closures.

Method(s) for data analysis (what tests did the researches use and how did they analyze the data)

A systematic review of studies using the PRISMA framework, analyzing research from four major academic databases.

Results (findings by the researchers)

Learning loss, especially in reading literacy, was worsened by school closures and socio-economic disparities, with low-income students being the most affected.

Author(s) conclusions/recommendations

The authors call for targeted interventions, increased parental involvement, and better access to resources to combat learning loss among vulnerable students.