{'fraction_non_alphanumeric': 0.01788375558867362, 'fraction_numerical': 0.0029806259314456036, 'mean_word_length': 5.48792270531401, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Education Equity in Times of Emergency Remote Teaching: The Case of Slovenia

During the COVID -19 situation, it was often warned that emergency remote teaching increases differences among students. Additionally, some empirical results in Slovenia indicate that the situation at schools in Slovenia was very diverse, leading to a violation of the equity principle in education. In this paper, we investigate teaching methods used by teachers in crisis teaching. The database presents 61 diaries of future teachers from the first grade of elementary school to the fourth grade of secondary school. The results show differences between mentor-teachers emergency remote teaching strategies. Differences are also statistically significant according to the educational stages. The results suggest that secondary school teachers have most effectively adopted and integrated different distance learning strategies into their work. On the other hand, some class teachers have not been as successful, probably also due to the students’ distinctive characteristics. The primary purpose of this paper is to describe the Razlagamo.si learning environment, which can reduce differences by providing a common educational point for all Slovenian primary and secondary school students. Finally, we give some implications for physical re-engagement at school.