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With the start of the Coronavirus (COVID-19) pandemic, the global education system has a faced immense challenges and disruptions resulting in and the necessity for an immediate redesign of teaching and learning in the school context. Face-to-face classroom instruction had to be replaced by ‘emergency remote teaching’, requiring teacher to adapt their daily routines to a new and unprecedented educational reality. Researchers and policymakers worldwide have agreed that, despite the fact that efforts were made to immediately adapt to emergency remote teaching, disadvantaged and vulnerable students may be especially at risk in emergency remote teaching. Given the differences in schooling organization across countries during the COVID-19 pandemic it can be expected that teachers performed inclusive instructional practices significantly different. Against the unpredictable situation, cross-country research has been urgently required to provide data that could inform education policy. Thus, this study explored teachers’ perceptions of supporting at risk students during the first COVID-19 school closures, as well as examining teachers’ inclusive teaching practices in three countries: Germany, Austria and Portugal. ANOVA results revealed important country differences. In general, it appears that teachers in Germany and Austria reported to have implemented less practices to address vulnerable and at-risk students compared to Portuguese teachers. Implications of the results, as well as further lines of research are outlined.
Digitalization primarily takes place in and through organizations. Despite this prominent role, however, the importance of organizational structure-building processes in the digital transformation is still underexposed in discourse. The fact that ongoing digitalization is linked to an established phenomenon and its own logic, is regularly not addressed due to the attraction potential of the semantics of the digital revolution. Digital revolution and the reordering of societal relationships, though, manifest themselves primarily in processes of reorganization. Structural automation processes in the ongoing digital transformation are limiting the scope for action, necessitating forms of structural structurelessness in organizations that cultivate opportunities for chance. Since organizations realize their operations as a dual of structure and individual, and the principle of organization is therefore based on the complementarity of structural formality and unpredictable informality. The paper discusses the topicality of the classical form of modern organization in the digital age and reflects on approaches to a contemporary design of spaces of opportunity. The reflexive handling of future openness is the central task of management and leadership in order to enable variation and innovation in organizations.