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Faced with the outbreak of the pandemic, Chinese government quickly postponed the opening of schools and advocated “classes suspended but learning continues” project through online learning. In order to understand the teaching effect of online learning and explore a possible transformation of the application of educational information technology in the future, questionnaires have been used in this study to collect data of students, principals, and teachers across China. Most students and principals are satisfied with online learning, while teachers suggest that it is considerably difficult to teach online. Meanwhile, students, schools, and teachers are facing problems, including insufficient adaptation to online learning methods, poor learning quality, imperfect information infrastructure, insufficient learning resources, and so on. Based on the results, the authors propose to explore systematic solutions to guarantee a fair and high-quality development of online teaching. For one thing, the whole education system must ensure the fairness of learning conditions, encourage all-round development, and promote school–home cooperation. For another thing, it is necessary to clarify the connotation of online learning, guarantee the construction of information infrastructure, provide training in information technology and classroom management capabilities, and improve the evaluation system of online learning activities.

The aim of this chapter is to investigate the potential of the disruption brought about by the COVID-19 pandemic to break the stagnation in the field of comparative and international education, detected on many fronts of the field by various scholars in the field. The chapter commences with a survey of the historical evolution of the field of comparative and international education, showing how the field has historically come to be defined by contextually induced discourse. At the same time, the historically trodden furrows have resulted in the field becoming trapped by historical forces, resulting in some stagnation in the field. It is argued that impediments to progress in the field of comparative and international education are the severance from practice, the “black box” syndrome of paying more attention to the societal context than to education, the tenacious attachment to the nation-state as the sole geographic level of analysis, the lack of an autochthonous theory, persistent Northern hegemony, and the regression of space and infrastructure at universities. Thereafter, the outbreak of the COVID-19 pandemic and the impact thereof on education are discussed. In conclusion, the potential of the disruption brought about by the pandemic for the revisitation of comparative and international education is assessed.

This chapter provides an overview of a programme or rather a model used in Norwegian primary schools to meet the needs of children whose behaviour difficulties interrupt teaching and learning. In this chapter we give an overview of the PALS model and also present the general outline of a longitudinal outcome study of the school model including some information about the participating schools, staff and students.

The basic legislative frameworks determining the cooperation between school and parents at the elementary school level in Slovenia are presented in this chapter. Parents have a special role in the school council and the parents’ council where they are involved in (co)decision-making in the organization and the content of the elementary school programme. The organization of parents’ meetings and individual consultation hours which enable a direct formal form of the cooperation between school and parents is of outmost importance besides the legislative provisions which manage the informing of parents about school achievements and the behaviour of children, the inclusion of parents in the formation of school education plan and school regulations. The partnership model of cooperation between teachers’ and parents’ is perceived as the most productive model for developing constructive involvement of parents. Teachers should have appropriate attitudes towards cooperation with parents and possess suitably developed interpersonal communicative, cooperative and organizational skills, all of which are prerequisite to establishing and maintaining quality cooperation between teachers and parents. The results of the empirical research on the cooperation between schools and parents, based on representative sampling of both teachers and parents, showed the basic advantages and obstacles related to this cooperation, along with challenges facing more high-quality cooperation in the future.

The purpose of this chapter is to present a summary of the literature related to homework. First, information on the search procedures is provided, including the criteria for inclusion in this review. Second, a historical overview of homework in the United States is provided, including definitions and major changes in public opinion over time. The third section addresses the difficulties experienced by students with emotional disabilities in regard to homework. The fourth section reviews the homework policies presently in place at local school districts across the U.S. The fifth section discusses the effects of homework when basic classroom strategies, cooperative homework teams, self-management and goal setting, and assignment completion strategies are used. The sixth section describes the homework practices used, as reported by teachers and students. The seventh section describes the problems experienced by students with disabilities, from the perspective of teachers, parents, and students. A final section describes the kinds of problems associated with home-school communication.

This chapter provides an overview of special education in Canada, with specific reference to historical and modern trends and practices. Information regarding demographic trends, legislation and policy, contentious issues, Provincial differences, school and classroom practices, teacher education and professional development, and family involvement are outlined. The chapter concludes with a discussion of the ongoing challenges faced by education jurisdictions in Canada with respect to special education.

The role of parental involvement in their child’s education and academic success has been widely acknowledged in recent educational theories, policies, and practices. Parental beliefs and expectations concerning their child’s learning and success have been shown to be reflected in the parents’ involvement in their child’s education and their practices with their offspring, thereby shaping the child’s motivational development in school. In addition, parental trust in their child’s teacher is a key factor in enhancing the home–school partnership and in supporting a child’s academic motivation and successful schooling. However, political, economical, and technological changes in society and uncertainty about the future may present several challenges for raising children in the twenty-first century. The aim of this chapter is to present recent theories and empirical research focusing on the role of parental beliefs, expectations, and trust in their child’s teacher in supporting children’s interest in learning, self-concept of ability, and achievement behaviors in the challenging and unpredictable future. We will also reflect on how the changing world and uncertainty in society may influence parental beliefs and expectations in their child’s success.

Social skills deficits characterize a large proportion of students with or at risk for social, emotional, and behavioral disabilities. Social skills are viewed as academic enablers in that they are attitudes and skills that enable students to benefit from academic instruction. Alternatively, problem behaviors are viewed as academic disablers because they compete with the acquisition and performance of academic and social skills. Students lacking social skills and exhibiting competing problem behaviors are in need of systematic social skills interventions to remediate their social skills deficits. This chapter describes what is currently known about the efficacy of social skills interventions using data from both narrative reviews and meta-analyses of the social skills training literature. Based on these reviews, social skills interventions are effective with approximately 65% of students receiving these interventions. Randomized studies produce higher effect sizes, with 82% of students showing improvement compared to only 58% of students in nonrandomized studies. An example of a social skills instructional model using the Social Skills Improvement System-Intervention Guide concludes the chapter.