scholarly journals Widening the divide: the impact of school closures on primary science learning

2021 ◽  
Vol 1 (5) ◽  
Author(s):  
Cherry Canovan ◽  
Naomi Fallon

AbstractProlonged Covid-19-related school closures in the UK raised concerns that science teaching and learning at primary level would be negatively impacted. This paper reports the findings of phase 1 of a study that the authors are conducting with teachers and parents to explore this issue. We found that a significant proportion of teachers were providing less science during lockdown than in the normal school week. Teachers, particularly those working in more deprived areas, reported that translating the science curriculum for home learning had been difficult, with concerns around resources, internet access and parental ability to help. Some areas of the curriculum posed particular difficulties, leading to a narrowing of topics being taught. Both teachers and parents felt that schools prioritised English and maths above science. Meanwhile some parents reported that their children had engaged in sophisticated extracurricular activities, bolstered by resources available at home and knowledgeable adult help, but others said that their children had done no science at all. Parents who had studied science at post-compulsory level were much more comfortable in helping their children with science home learning. These factors combine to create conditions which may exacerbate existing inequalities as to who can access science education and careers.

2020 ◽  
Author(s):  
Cherry Canovan ◽  
Naomi Fallon

Prolonged Covid-19-related school closures in the UK raised concerns that science teaching and learning at primary level would be negatively impacted. This paper reports the findings of phase 1 of a study that the authors are conducting with teachers and parents to explore this issue. We found that a significant proportion of teachers were providing less science during lockdown than in the normal school week. Teachers, particularly those working in more deprived areas, reported that translating the science curriculum for home learning had been difficult, with concerns around resources, internet access and parental ability to help. Some areas of the curriculum posed particular difficulties, leading to a narrowing of topics being taught. Both teachers and parents felt that schools prioritised English and maths above science. Meanwhile some parents reported that their children had engaged in sophisticated extracurricular activities, bolstered by resources available at home and knowledgeable adult help, but others said that their children had done no science at all. Parents who had studied science at post-compulsory level were much more comfortable in helping their children with science home learning. These factors combine to create conditions which may exacerbate existing inequalities as to who can access science education and careers.


2020 ◽  
Vol 11 ◽  
Author(s):  
Sonia Zaccoletti ◽  
Ana Camacho ◽  
Nadine Correia ◽  
Cecília Aguiar ◽  
Lucia Mason ◽  
...  

The COVID-19 outbreak has ravaged all societal domains, including education. Home confinement, school closures, and distance learning impacted students, teachers, and parents’ lives worldwide. In this study, we aimed to examine the impact of COVID-19-related restrictions on Italian and Portuguese students’ academic motivation as well as investigate the possible buffering role of extracurricular activities. Following a retrospective pretest–posttest design, 567 parents (nItaly = 173, nPortugal = 394) reported on their children’s academic motivation and participation in extracurricular activities (grades 1 to 9). We used a multi-group latent change score model to compare Italian and Portuguese students’: (1) pre-COVID mean motivation scores; (2) rate of change in motivation; (3) individual variation in the rate of change in motivation; and (4) dependence of the rate of change on initial motivation scores. Estimates of latent change score models showed a decrease in students’ motivation both in Italy and in Portugal, although more pronounced in Italian students. Results also indicated that the decrease in students’ participation in extracurricular activities was associated with changes in academic motivation (i.e., students with a lower decrease in participation in extracurricular activities had also a lower decrease in motivation). Furthermore, students’ age was significantly associated with changes in motivation (i.e., older students had lower decrease). No significant associations were found for students’ gender nor for parents’ education. This study provides an important contribution to the study of students’ academic motivation during home confinement, school closures, and distance learning as restrictive measures adopted to contain a worldwide health emergency. We contend that teachers need to adopt motivation-enhancing practices as means to prevent the decline in academic motivation during exceptional situations.


Rheumatology ◽  
2021 ◽  
Vol 60 (Supplement_1) ◽  
Author(s):  
Richard P Beesley ◽  
Wendy Costello ◽  
Saskya P Angevare ◽  
Yosef Uziel ◽  
Carine Wouters ◽  
...  

Abstract Background/Aims  In March 2020, the WHO characterised COVID-19 as a pandemic. Whilst many people with COVID-19 infection appeared to have mild or no symptoms, a significant proportion became seriously ill. At the time, little was known about how patients with rheumatic or autoimmune conditions, many of whom use immunosuppressive medications, are affected by the virus. The aim of the patient-led longitudinal survey (the COVID-19 European Patient Registry, EPR) is to better understand the impact of COVID-19 on these patients. This specific analysis aims to understand how the number of confirmed COVID-19 cases affects the self-reported level of worry experienced by participants. Methods  The EPR comprises an online health questionnaire. Each week participants are sent a short follow-up survey concerning exposure to COVID-19, symptoms, diagnosis, how worried they feel (scale, 0-10), and a range of behaviours. The weekly mean worry score from participants was calculated by country, and compared to the weekly total number of cases of COVID-19 reported within each country. The association between worry score and a range of behaviours was also calculated. Results  To 27 September 2020, a total of 3,619 adults and 639 children were included in the EPR. There is a correlation between the total number of weekly cases and the mean worry score amongst UK-based adult participants in the EPR (linear regression, R2=0.779,P<0.001). Interestingly, there is no such correlation in any other country with participants in the EPR, nor amongst parents of children with rheumatic conditions. Additionally, the level of worry is associated with specific behaviours that affect exposure to the coronavirus for all adult participants. P055 Table 1:BehaviourEffect of worrySocial distancing*Mean worry correlated with proportion of participants social distancingSelf-isolation (staying at home despite no symptoms or known exposure to cases)*Mean worry correlated with proportion of participants self-isolatingNo action to protect against coronavirus*Mean worry negatively correlated with proportion of participants not social distancing or self-isolatingMask wearing or remaining home**Participants with higher worry score more likely to not leave home at all during the weekParticipants with higher worry score more likely to remain outside and not enter buildings during the weekParticipants with higher worry score more likely to wear a mask every time they leave homeParticipants with lower worry score more likely to not wear a maskParticipants with lower worry score more likely to wear a mask only ‘sometimes’Level of self-reported worry, associated with a range of behaviours.*Pearson’s correlation, P < 0.001.**ANOVA, P < 0.05. Conclusion  The number of confirmed cases of COVID-19 is associated with the level of worry, and consequent behaviour change, amongst UK adults with rheumatic conditions. This suggests that the number of cases, government response, and media portrayal affect how worried participants feel. This in turn drives behavioural change towards COVID-avoiding behaviours. This phenomenon appears exclusive to UK-based adults, suggesting differences in the perception of the threat posed by COVID varies between countries. Disclosure  R.P. Beesley: None. W. Costello: None. S.P. Angevare: None. Y. Uziel: None. C. Wouters: None. N. Wulffraat: Grants/research support; NW has received funding for research by AbbVie, speakers honorarium by Sobi (not related to this study).


2021 ◽  
Author(s):  
Aimee Code ◽  
Umar Toseeb ◽  
Kathryn Asbury ◽  
Laura Fox

Due to the COVID-19 pandemic and resultant school closures, social distancing measures, and restrictions placed on routine activities, the start of the academic year in September 2020 was a unique time for those transitioning to a new school. This study aimed to explore the experiences of parents who supported autistic children making a school transition in 2020, and to examine what impact parents perceived the COVID-19 pandemic had on their child’s school transition. Emphasis was placed on identifying facilitating factors that had benefitted school transitions, and barriers, which had negatively impacted these experiences. Semi-structured interviews were carried out with 13 parents of autistic children in the UK. Reflexive thematic analysis was carried out to identify themes in interview data. Parents reported a variety of experiences, and factors that were perceived as facilitatory to some were observed to be barriers by others. For some parents, the COVID-19 pandemic negatively impacted aspects of school transitions. For example, school closure in March 2020, being unable to visit their child’s new school, and social distancing measures were discussed as being barriers to an easy transition. However, other parents identified these factors as being facilitatory for their child or reported that these circumstances created opportunities to approach the school transition in a unique, improved manner. This paper sheds light on the heterogeneity of experiences and perceptions of parents of autistic children, and highlights the need to examine the impact of COVID-19 on school transitions, including practices which may be advantageous to retain.


2020 ◽  
pp. bmjspcare-2020-002422
Author(s):  
Donna Wakefield ◽  
Elizabeth Fleming ◽  
Kate Howorth ◽  
Kerry Waterfield ◽  
Emily Kavanagh ◽  
...  

ObjectivesNational guidance recommends equality in access to bereavement services; despite this, awareness and availability appears inconsistent. The aim of this study was to explore availability and accessibility of bereavement services across the North-East of England and to highlight issues potentially applicable across the UK, at a time of unprecedented need due to the impact of COVID-19.MethodsPhase 1: an eight item, web-based survey was produced. A survey link was cascaded to all GP practices (General Practitioners) in the region. Phase 2: an email was sent to all services identified in phase 1, requesting details such as referral criteria and waiting times.ResultsAll 392 GP practices in the region were invited to participate. The response rate was 22% (85/392). Twenty-one per cent (18/85) of respondents reported that they do not refer patients, comments included ‘not aware of any services locally’. A total of 36 services were contacted with 72% responding with further information. Most bereavement specific support was reliant on charity-funded services including hospices, this sometimes required a pre-existing link with the hospice. Waiting times were up to 4 months.ConclusionsAlthough multiple different, usually charity-funded services were identified, awareness and accessibility were variable. This survey was conducted prior to the COVID-19 pandemic, where complex situations surrounding death is likely to impact on the usual grieving process and increase the need for bereavement support. Meanwhile, charities providing this support are under severe financial strain. There is an urgent need to bridge the gap between need and access to bereavement services.


Author(s):  
Denise L. Winsor ◽  
Sally Blake

Personal Epistemology is the study of an individual’s beliefs about the nature of knowledge and the process of knowing (Hofer & Pintrich, 1997). The study of epistemology has been debated for centuries from Socrates to Descartes; it was later revived in the field of educational psychology by William Perry (1970). Technology plays a significant role in all aspects of children’s life today, and this role will only increase in the future. The potential benefits of technology for young children’s learning and development are well documented (Wright & Shade 1994). Therefore, parents and teachers of young children have a responsibility to critically examine the impact of technology on children and be prepared to use technology to benefit children. When it comes to technology the generation gap is undeniable; what does this gap mean for teaching and learning in early childhood? Further, what does it mean for teachers and parents while our youngest learners tip the scale as their worlds are enmeshed with information, communication, and media technology? Does the E*Trade baby represent our future children?


1999 ◽  
Vol 28 (2) ◽  
pp. 205-233 ◽  
Author(s):  
RUSSELL P. DOBASH ◽  
R. EMERSON DOBASH ◽  
KATE CAVANAGH ◽  
RUTH LEWIS

In the last two decades there have been a number of social, medical and legal initiatives in the UK and elsewhere to provide assistance to women who suffer violence from their partner. The most recent innovations focus on responding to the men who perpetrate this violence. In this article we present the initial results of the first British study of programmes for violent men. The three-year study used a longitudinal method to compare the effects of two court mandated programmes with other, more orthodox, forms of criminal justice intervention (fines, admonishment, traditional probation, prison). Here we describe the men's programmes, locate the current study in the context of existing evaluations of similar programmes operating in North America, outline the methods employed, present the results of the post-hoc matching used to assess the probable effects of selection bias and using subsequent prosecutions and the accounts of women, compare the impact of different criminal justice interventions. The results indicate that twelve months after the criminal justice intervention a significant proportion of the Programme men had not subsequently been violent to their partner. This was in contrast to men sanctioned in other ways (the Other CJ group) who were much less likely to have changed their violent behaviour.


2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ying Yang ◽  
Christopher Cooke

PurposeThis study aims to explore the barriers to upscaling the production capacity of the edible insect sector in the UK and to identify the impact of current regulation on the sector's development.Design/methodology/approachA significant proportion of edible insect-producing companies within the UK were identified through an online market research database and contacted via email to invite them to participate in this study. Phone interviews were conducted with ten companies. Thematic analysis was adopted for data analysis.FindingsThere were five themes identified as barriers to the upscaling of the production for the edible insect sector in the UK: insect feeding materials, production capacity, expertise and knowledge, new product development and regulatory uncertainty.Research limitations/implicationsThis research was based on a qualitative study. Further quantitative research is needed to test the extent of the impact of these five themes on upscaling production capacity. In addition to production capacity, marketing and consumers' acceptance, culture and behaviour can also be considered in future studies.Originality/valueThis study makes a significant contribution to the literature by providing insight on the barriers to upscaling production capacity in the edible insect sector.


2020 ◽  
Author(s):  
Andrew Tye ◽  
Daniel Evans

<p>The redistribution of soil by humans has been demonstrated to rival that of geologic events. Moreover, the impact of some conventional, agricultural techniques has been shown to redistribute a significant proportion of soil organic carbon. On the more erosive areas of hillslopes, the resulting thinning of soil could make deep soil carbon more accessible and, ultimately, more susceptible to destabilisation. However, downslope colluviation can thicken soil profiles such that subsoil carbon pools become inaccessible to microbial decomposition. The fate of soil thinning and thickening on soil organic carbon has not been studied in the UK until now. In this work, we studied the distribution of organic and inorganic carbon down profiles surveyed at three landscape positions (midslope, backslope, and toeslope) on Mountfield Farm, in Somerset, UK. In this poster, we present the results of thermogravimetric analysis and laser-induced fluorescence spectroscopy, both of which we used to investigate the stability of soil organic carbon down each profile. We explore the relationships between soil depth and the stocks and stability of soil organic carbon fractions at each position, and suggest the implications of continued upslope soil thinning and downslope soil thickening. </p>


Sign in / Sign up

Export Citation Format

Share Document