Responses to Educational Disruption Survey [REDS]: User Guide for the International Database

N

169

European Commission (Belgium)

Researchers

Teaching Methods; Learning Processes; Principals; Administrator Attitudes; Cross Cultural Studies; Educational Change; COVID-19; Pandemics; Databases; Academic Achievement; Guides; Foreign Countries; Grade 8; Teacher Attitudes; Educational Experience; Student Attitudes; Surveys; School Closing; Data Analysis; Secondary School Teachers; Secondary School Students

Burkina Faso; Denmark; Ethiopia; India; Kenya; Russia; Rwanda; Slovenia; United Arab Emirates; Uruguay; Uzbekistan

The Responses to Educational Disruption Survey (REDS), conducted by the International Association for the Evaluation of Educational Achievement (IEA), studied how teaching and learning were affected by the disruptions caused by COVID-19 and aimed to paint a picture of national responses to the global pandemic. REDS was based on the premise that current, robust data were needed to measure the impacts of implemented measures on education systems both across and within countries. REDS collected data from 21,063 Grade 8 (or equivalent students, 15,004 teachers, and 1,581 school principals from 11 countries. The REDS International Database (IDB) offers researchers and analysts a rich and innovative environment for examining responses to the SARS-CoV-2 pandemic in an international context. This user guide describes the organization, content, and use of the international database from a practical perspective. It is recommended to be used in conjunction with the REDS International Report (ED618542), which provides a comprehensive account of the conceptual, methodological, and analytical implementation of the study. Using both publications in combination will allow analysts to understand and confidently replicate the procedures used, as well as to correctly undertake new analyses in areas of special interest.

ERIC

2022

ED618544