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other provinces and regions in Vietnam and other country.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Address\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Headquarters of Can Tho Journal of Medicine and Pharmacy, located Scientific Research and International Cooperation Office: 179 Nguyen Van Cu Street, An Khanh Ward, Ninh Kieu District, Can Tho City, Vietnam.\u003C\u002Fspan>\u003C\u002Fp>","\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Ngày 16\u002F7\u002F2015, Tạp chí Y Dược học Cần Thơ được cấp chỉ số quốc tế: ISSN 2354-1210.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Từ tháng 4\u002F2016, Tạp chí đã được Hội đồng Giáo sư ngành Y đưa vào danh sách các tạp chí khoa học Y học được tính điểm công trình 0-0,5 điểm cho một bài báo đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Năm 2020 Tạp chí Y Dược học Cần Thơ đã được phê duyệt vào danh mục của các Hội đồng Giáo sư ngành Dược học được tính điểm công trình 0-0,5 điểm cho một bài báo đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ ra 12 số\u002Fnăm, 180-200 trang\u002Fsố.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Từ tháng 12\u002F2022 Tạp chí Y Dược học Cần Thơ là thành viên của hệ thống Crossref và từ tháng 01\u002F2023 tạp chí thực hiện bình duyệt online kín 2 chiều nhằm tăng tính minh bạch, tin cậy của các công trình nghiên cứu khoa học và đảm bảo tốt nhất chất lượng khoa học của bài viết.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tôn chỉ, mục đích và phạm vi của tạp chí\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tôn chỉ và mục đích hoạt động của tạp chí: xuất bản nhằm mục đích phổ biến kết quả từ các đề tài nghiên cứu khoa học; giao lưu trao đổi khoa học, chia sẻ kinh nghiệm, học tập, đồng thời cập nhật thông tin khoa học mới trong các lĩnh vực y, sinh, dược học trong và ngoài nước.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Phạm vi của tạp chí: Tạp chí xuất bản được chia thành 3 chuyên mục: (i) Bài báo nghiên cứu khoa học là kết quả công trình nghiên cứu khoa học có giá trị đã được triển khai nghiên cứu, (ii) Bài tổng quan y, sinh, dược học: phục vụ mục tiêu đào tạo liên tục trong lĩnh vực y, sinh, dược học; nhằm hệ thống hóa những kiến thức kinh điển và hiện đại; (iii) Thông tin cập nhật kiến thức mới về y, sinh, dược học trong nước và trên thế giới.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Chính sách truy cập mở\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ áp dụng chính sách truy cập mở đối với các bài báo đã xuất bản đến với độc giả, nhằm mở rộng cơ hội tiếp cận các kết quả nghiên cứu chất lượng cao và tăng cường trao đổi kiến thức. Tạp chí đăng tải trực tuyến (miễn phí) toàn văn các bài báo được công bố trên website của Tạp chí (https:\u002F\u002Ftapchi.ctump.edu.vn).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đạo đức xuất bản\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ cam kết tuân thủ đạo đức xuất bản phù hợp với các hướng dẫn và tiêu chuẩn của the Committee on Publication Ethics (COPE), tuân thủ các nguyên tắc của COPE’s Core Practices, Best Practices Guidelines for Journal Editors và Guidelines on Good Publication Practices.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Bản thảo bài báo chỉ được chấp nhận khi được tác giả chịu trách nhiệm chính cam kết các nội dung sau: Các nội dung của bản thảo chưa được đăng tải toàn bộ hoặc một phần ở các tạp chí khác; Tất cả các tác giả đều có đóng góp một cách đáng kể vào quá trình nghiên cứu hoặc chuẩn bị bản thảo và cùng chịu trách nhiệm về các nội dung của bản thảo; Tuân thủ các biện pháp đảm bảo đạo đức nghiên cứu (ví dụ thỏa thuận đồng ý tham gia nghiên cứu).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Cam kết bảo mật\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí cam kết thực hiện và tuân thủ các quy định của luật và các văn bản hướng dẫn liên quan đến bảo mật thông tin cá nhân trên không gian mạng. Các thông tin mà người dùng (tác giả, độc giả, biên tập viên, người phản biện) nhập vào các biểu mẫu trên Hệ thống Quản lý xuất bản trực tuyến của tạp chí chỉ được sử dụng vào các mục đích đã được tuyên bố rõ ràng và sẽ không được cung cấp cho bất kỳ bên thứ ba nào khác, hay dùng vào bất kỳ mục đích nào khác.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Phí gửi bài\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Lệ phí gửi đăng bài: 1.000.000đ\u002Fbài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Lệ phí gửi đăng nhanh: 1.500.000đ\u002Fbài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đối với tác giả là cán bộ viên chức thuộc Trường Đại học Y Dược Cần Thơ thì được hỗ trợ 50% lệ phí gửi đăng bài.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đối với sinh viên thực hiện đề tài nghiên cứu khoa học cấp trường được hỗ trợ 100% lệ phí đăng bài ( Tác giả gửi đính kèm “ Quyết định về việc giao tổ chức thực hiện đề tài nghiên cứu khoa học cấp Trường của sinh viên”).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Hình thức nộp lệ phí:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Tiền mặt:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Nộp trực tiếp tại Phòng Tài chính - Kế toán, Trường Đại học Y Dược Cần Thơ, số 179 Nguyễn Văn Cừ, P. An Khánh, Q. Ninh Kiều, thành phố Cần Thơ.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Chuyển khoản:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tên Tài khoản: Trường ĐHYD Cần Thơ, Số TK: 0111000115668, tại ngân hàng Vietcombank chi nhánh Cần Thơ.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Thời gian: Áp dụng từ ngày 01\u002F02\u002F2023.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">* Phí gửi bài không được hoàn trả khi bài viết bị từ chối hoặc tác giả xin rút bài viết.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Quy trình phản biện bài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ thực hiện quy trình phản biện kín hai chiều nghiêm ngặt. Danh tính của những người phản biện không được tiết lộ cho các tác giả và ngược lại. Quy trình thẩm định bài báo đăng gồm các bước sau:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tiếp nhận bản thảo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tác giả liên hệ gửi bản thảo đến Tạp chí qua hệ thống trực tuyến tại website: https:\u002F\u002Ftapchi.ctump.edu.vn. Hướng dẫn về cách đăng ký, gửi bài và chuẩn bị bản thảo được cung cấp trên website của Tạp chí.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Sàng lọc sơ bộ\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Sau khi Tòa soạn nhận được bài báo của tác giả, Ban Thư ký sẽ tiến hành kiểm tra sơ bộ bài báo (các yêu cầu về nội dung và hình thức). Những bài báo không đúng quy cách hoặc có nội dung không phù hợp hoặc vi phạm bản quyền sẽ bị từ chối (Ban Thư ký thông báo phản hồi đến tác giả trong vòng 1 tuần). Những bài báo đủ điều kiện, được Ban Thư ký tòa soạn chuyển đến Ban Biên tập có cùng chuyên môn với nội dung bài báo để đề xuất người phản biện. Thời gian kể từ khi Ban Biên tập nhận bài báo đến khi đề xuất người phản biện bài báo chậm nhất là 5 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Vòng phản biện\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Ban Thư ký gửi bài và yêu cầu phản biện đến 02 phản biện độc lập.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Các phản biện gởi nhận xét cho Ban Thư ký. Thời gian từ khi gửi bài cho phản biện đến khi nhận ý kiến của phản biện tối đa là 20 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Xử ký kết quả phản biện\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Nếu ý kiến đồng ý cho đăng và không cần chỉnh sửa, Ban Thư ký tiếp tục đăng bài theo qui trình.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Nếu ý kiến đồng ý đăng và cần chỉnh sửa, Ban Thư ký sẽ thông tin đến tác giả chỉnh sửa theo yêu cầu của người phản biện. Thời gian chỉnh sửa và gửi lại kéo dài không quá 2 tuần, từ khi tác giả bài báo nhận được thông tin (Quá trình này có thể lặp lại tối đa 2 lần\u002F1 bài báo). Khi có sự thống nhất, đồng ý của người phản biện; bài báo được tiếp tục đăng theo qui trình.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">3. Những bài báo có chất lượng không đạt yêu cầu, cả 2 phản biện không đồng ý cho đăng sẽ bị Tòa soạn từ chối đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Xuất bản\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Ban Thư ký tổng hợp các bản thảo đã được tác giả hoàn thiện sau thẩm định trình Ban Biên tập xem xét, Tổng Biên tập phê duyệt, quyết định bài đăng theo các tiêu chí: sự phù hợp nội dung với tôn chỉ và mục đích, thể loại bài viết (ưu tiên các bài có bài có nghiên cứu chuyên sâu, hàm lượng khoa học cao), đóng góp mới bài báo, bài báo được ưu tiên đăng trong số gần nhất của Tạp chí theo thứ tự: tính thời sự, chất lượng bài báo và thời gian gửi bài.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Ban Biên tập và Ban Thư ký biên tập bản thảo, chế bản, đọc rà soát lỗi. Thời gian hoàn thành từ 10-15 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">3. Ban Thư ký có trách nhiệm thông báo cho tác giả bài báo (bằng e-mail) về tình hình phê duyệt bài báo, thời gian, số kỳ, tập xuất bản bài báo theo qui định.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">4. 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COVID-19 pandemic produced widespread disruption to schooling, impacting 90% of the world’s students and moving entire school systems to remote and online learning. In the state of New South Wales, Australia, most students engaged in learning from home for at least eight weeks, with subsequent individual and intermittent school closures. However, while numerous claims have circulated in the popular media and in think tank reports, internationally, about the negative impacts on learning, there is limited empirical evidence of decreased student achievement. Drawing on data from more than 4800 Year 3 and 4 students from 113 NSW government schools, this paper compares student achievement during 2019 and 2020 in a sample of matched schools to examine the effects of the system-wide disruption. Somewhat surprisingly, our analysis found no significant differences between 2019 and 2020 in student achievement growth as measured by progressive achievement tests in mathematics or reading. A more nuanced picture emerges when the sample is examined by dis\u002Fadvantage (ICSEA) and Year level. The Year 3 cohort in the least advantaged schools (ICSEA < 950) achieved 2 months less growth in mathematics, while the Year 3 students in mid-ICSEA schools (950–1050) achieved 2 months’ additional growth. No significant differences were identified for Indigenous students or students located in regional locations. These results provide an important counter-narrative to widespread speculation about alarming levels of ‘learning loss’ for all students. While the lower achievement growth in mathematics for Year 3 students in lower ICSEA schools must be addressed as a matter of urgency to avoid further inequities, most students are, academically, where they are expected to be. Our findings are a testament to the dedicated work of teachers during the 2020 pandemic to ensure that learning for most students was not compromised, despite unusually trying circumstances.\u003C\u002Fjats:p>",{"EN":767},"The impact of COVID-19 on student learning in New South Wales primary schools: an empirical study",{"VOID":769},"33727761",{"VOID":771},"10.1007\u002Fs13384-021-00436-w","PUBLICATION","Auto 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International Journal of Information and Communication Technology Education, 15(3), 1–10. https:\u002F\u002Fdoi.org\u002F10.4018\u002FIJICTE.2019070101.",{"doi":929},"10.4018\u002FIJICTE.2019070101",{"id":26,"text":931,"url":26,"identifiers":932},"Brown, N., te Riele, K., Shelley, B., & Woodroffe, J. (2020). Learning at home during COVID-19: Effects on vulnerable young Australians. Hobart. https:\u002F\u002Fwww.dese.gov.au\u002Fsystem\u002Ffiles\u002Fdoc\u002Fother\u002Flearning_at_home_during_covid_30042020.pdf. Accessed 3 June 2020.",{},{"id":26,"text":934,"url":26,"identifiers":935},"Burgess, S., & Sievertsen, H. H. (2020). Schools, skills, and learning: The impact of COVID-19 on education. VOX, CEPR Policy Portal. https:\u002F\u002Fvoxeu.org\u002Farticle\u002Fimpact-covid-19-education. Accessed 3 June 2020",{},{"id":26,"text":937,"url":26,"identifiers":938},"Carr-Chellman, A. A., Beabout, B., Alkandari, K. A., Almeida, L. C., Gursoy, H. T., Ma, Z., et al. (2008). Change in chaos: seven lessons learned from Katrina. Educational Horizons, 87(1), 26–39. https:\u002F\u002Ffiles.eric.ed.gov\u002Ffulltext\u002FEJ815369.pdf. Accessed 14 August 2020.",{},{"id":26,"text":940,"url":26,"identifiers":941},"CIRES, & Mitchell Institute. (2020). Brief assessment to the Australian Government, Department of Education, Skills and Employment: Impact of learning from home on educational outcomes for disadvantaged children. Melbourne. https:\u002F\u002Fwww.vu.edu.au\u002Fsites\u002Fdefault\u002Ffiles\u002Fimpact-of-learning-from-home-federal-government-brief-mitchell-institute.pdf. Accessed 1 December 2020.",{},{"id":26,"text":943,"url":26,"identifiers":944},"Clinton, J. (2020). Supporting Vulnerable Children in the Face of a Pandemic: A paper prepared for the Australian Government Department of Education, Skills and Employment. Centre for Program Evaluation, Melbourne Graduate School of Education, The University of Melbourne. https:\u002F\u002Fapo.org.au\u002Fnode\u002F303563.",{},{"id":26,"text":946,"url":26,"identifiers":947},"Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, New Jersey: Lawrence Erlbaum Associates.",{},{"id":26,"text":949,"url":26,"identifiers":950},"Convery, I., Balogh, R., & Carroll, B. (2010). ‘Getting the kids back to school’: Education and the emotional geographies of the 2007 Hull floods. Journal of Flood Risk Management, 3(2), 99–111. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1753-318X.2010.01060.x.",{"doi":951},"10.1111\u002Fj.1753-318X.2010.01060.x",{"id":26,"text":953,"url":26,"identifiers":954},"Curriculum Associates LLC. (2020). i-Ready Diagnostic Results Understanding Student Needs Paper 2020.",{},{"id":26,"text":956,"url":26,"identifiers":957},"Dorn, E., Hancock, B., Sarakatsannis, J., & Viruleg, E. (2020). COVID-19 and learning loss—disparities grow and students need help. https:\u002F\u002Fwww.mckinsey.com\u002Findustries\u002Fpublic-and-social-sector\u002Four-insights\u002Fcovid-19-and-learning-loss-disparities-grow-and-students-need-help. Accessed 16 December 2020.",{},{"id":26,"text":959,"url":26,"identifiers":960},"Education Endowment Foundation. (2018). The EEF’s months of additional progress measure. https:\u002F\u002Feducationendowmentfoundation.org.uk\u002Fmodals\u002Fhelp\u002Fprojects\u002Fthe-eefs-months-progress-measure\u002F. Accessed 18 December 2020.",{},{"id":26,"text":962,"url":26,"identifiers":963},"Engzell, P., Frey, A., & Verhagen, M. (2020, November 9). The collateral damage to children’s education during lockdown. VOXeu CEPR Policy Portal. https:\u002F\u002Fvoxeu.org\u002Farticle\u002Fcollateral-damage-children-s-education-during-lockdown. Accessed 26 November 2020.",{},{"id":26,"text":965,"url":26,"identifiers":966},"Ezaki, N. (2018). Impact of the 2015 Nepal earthquakes on children’s schooling: Focusing on individual children’s enrolment flow. Education, 46(7), 867–878. https:\u002F\u002Fdoi.org\u002F10.1080\u002F03004279.2017.1383502.",{"doi":967},"10.1080\u002F03004279.2017.1383502",{"id":26,"text":969,"url":26,"identifiers":970},"Finkel, A. (2020). Differential learning outcomes for online versus in-class education. Canberra. https:\u002F\u002Fwww.science.org.au\u002Fsites\u002Fdefault\u002Ffiles\u002Frrif-q005-covid19-online-vs-in-class-education.pdf. Accessed 14 August 2020.",{},{"id":26,"text":972,"url":26,"identifiers":973},"Gore, J. M., Miller, A., Fray, L., Harris, J., & Prieto, E. (2021). Improving student achievement through professional development : Results from a randomised controlled trial of Quality Teaching Rounds. Teaching and Teacher Education. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.tate.2021.103297.",{"doi":974},"10.1016\u002Fj.tate.2021.103297",{"id":26,"text":976,"url":26,"identifiers":977},"Gulosino, C., & Miron, G. (2017). Growth and performance of fully online and blended K-12 public schools. Education Policy Analysis Archives, 25(124), 1–38.",{},{"id":26,"text":979,"url":26,"identifiers":980},"Hampshire, A. (2020). Youth poverty in COVID-19 Australia. Committee for Economic Development of Australia. https:\u002F\u002Fwww.ceda.com.au\u002FDigital-hub\u002FBlogs\u002FCEDA-Blog\u002FApril-2020\u002FYouth-poverty-in-COVID-19-Australia. Accessed 3 June 2020.",{},{"id":26,"text":982,"url":26,"identifiers":983},"Hargreaves, A., & Fullan, M. (2020). Professional capital after the pandemic: revisiting and revising classic understandings of teachers’ work. Journal of Professional Capital and Community. https:\u002F\u002Fdoi.org\u002F10.1108\u002FJPCC-06-2020-0039.",{"doi":984},"10.1108\u002FJPCC-06-2020-0039",{"id":26,"text":986,"url":26,"identifiers":987},"Hattie, J. (2020). Visible Learning effect sizes when schools are closed: What matters and what does not. Corwin Connect. https:\u002F\u002Fcorwin-connect.com\u002F2020\u002F04\u002Fvisible-learning-effect-sizes-when-schools-are-closed-what-matters-and-what-does-not\u002F. Accessed 3 June 2020.",{},{"id":26,"text":989,"url":26,"identifiers":990},"Hedges, L. V, & Olkin, I. (1985). Statistical methods for meta-analysis. San Diego, CA: Academic Press. https:\u002F\u002Fidostatistics.com\u002Fhedges-olkin-1985-statistical-methods-for-meta-analysis\u002F. Accessed 12 June 2020.",{},{"id":26,"text":992,"url":26,"identifiers":993},"Henebery, B. (2020, May 26). Report reveals lockdown’s toll on learning. The Educator. https:\u002F\u002Fwww.theeducatoronline.com\u002Fk12\u002Fnews\u002Freport-reveals-lockdowns-toll-on-learning\u002F271568. Accessed 12 August 2020.",{},{"id":26,"text":995,"url":26,"identifiers":996},"Hinson, J. M., LaPrairie, K., & Carroll, E. (2007). Emergency preparedness and E-Learning: recommendations for readiness. Journal of Interactive Instruction Development, 20(2), 3–7. http:\u002F\u002Feds.b.ebscohost.com\u002Feds\u002Fpdfviewer\u002Fpdfviewer?vid=0&sid=9144bcc4-d27f-4d67-8da2-60a4c5a48401%40sessionmgr101. Accessed 3 June 2020.",{},{"id":26,"text":998,"url":26,"identifiers":999},"Ho, R. T. H., Fan, F., Lai, A. H. Y., Lo, P. H. Y., Potash, J. S., Kalmanowitz, D. L., et al. (2012). An expressive arts-based and strength-focused experiential training program for enhancing the efficacy of teachers affected by earthquake in China. Creative Education, 3(01), 67–74. https:\u002F\u002Fdoi.org\u002F10.4236\u002Fce.2012.31011.",{"doi":1000},"10.4236\u002Fce.2012.31011",{"id":26,"text":1002,"url":26,"identifiers":1003},"Institute for Social Science Research [ISSR]. (2020). Learning through COVID-19: Maximising educational outcomes for Australia’s children and young people experiencing disadvantage. https:\u002F\u002Fissr.uq.edu.au\u002FLearning-through-COVID-19. Accessed 31 August 2020.",{},{"id":26,"text":1005,"url":26,"identifiers":1006},"Joseph, B., & Fahey, G. (2020). Pain without gain: Why school closures are bad policy. Policy Paper (Vol. 28). https:\u002F\u002Fwww.cis.org.au\u002Fpublications\u002Fpolicy-papers\u002Fpain-without-gain-why-school-closures-are-bad-policy\u002F. Accessed 12 August 2020.",{},{"id":26,"text":1008,"url":26,"identifiers":1009},"Miller, A., Gore, J. M., Wallington, C., Harris, J., Prieto-rodriguez, E., & Smith, M. (2019). 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Questioning the general self-esteem vaccine: General self-esteem, racial discrimination, and standardised achievement across Indigenous and non-Indigenous students. Australian Journal of Guidance and Counselling,\n                           20(1), 1–21.",{"doi":3749},"10.1375\u002Fajgc.20.1.1",{"id":26,"text":3751,"url":26,"identifiers":3752},"Coffin, J., Larson, A., & Cross, D. (2010). Bullying in an Aboriginal context. Australian Journal of Indigenous Education,\n                           39, 77–87.",{"doi":3753},"10.1375\u002FS1326011100000934",{"id":26,"text":3755,"url":26,"identifiers":3756},"Crawford, K. (2013). Constructing Aboriginal Australians, 1930–1960 projecting false memories. Journal of Educational Media, Memory, and Society,\n                           5(1), 90–107.",{"doi":3757},"10.3167\u002Fjemms.2013.050106",{"id":26,"text":3759,"url":26,"identifiers":3760},"Dandy, J., et al. (2015). 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