GENDER INEQUALITY AMID EDUCATIONAL EXPANSION IN INDIA: AN ANALYSIS OF GENDER DIFFERENCES IN THE ATTAINMENT OF READING AND MATHEMATICS SKILLS

2016 ◽  
Vol 6 (2) ◽  
pp. 153 ◽  
Keyword(s):  
Gender Differences ◽  
Gender Inequality ◽  
Educational Expansion ◽  
Mathematics Skills ◽  
And Mathematics ◽  
Reading And Mathematics

scholarly journals Parent and Teacher Support of Elementary Students’ Remote Learning During the COVID-19 Pandemic in Germany

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110657
Author(s):  
Catherine Gunzenhauser ◽  
Susanne E. Enke ◽  
Verena E. Johann ◽  
Julia Karbach ◽  
Henrik Saalbach
Keyword(s):  
Longitudinal Study ◽  
Individual Differences ◽  
Elementary Students ◽  
Teacher Support ◽  
Reading Skills ◽  
Academic Skills ◽  
Mathematics Skills ◽  
And Mathematics ◽  
Remote Learning ◽  
Reading And Mathematics

The aim of the present study was to investigate the associations between parental and teacher support and elementary students’ academic skills during the COVID-19 pandemic. Building on data of an ongoing longitudinal study, we studied the roles of children’s (N = 63) academic skills before the first COVID-19 lockdown in Germany (March–June 2020) as predictors of individual differences in parental schoolwork support during the lockdown, and the contributions of parental and teacher support to students’ reading and mathematics skills after the lockdown. Findings indicated that children’s reading and mathematics skills before the lockdown predicted parental help, and reading skills predicted parental need-oriented support with schoolwork during the lockdown. Children who received more need-oriented support from parents showed a more favorable development of arithmetic skills across the lockdown. Indicators of teacher support did not explain individual differences in students’ academic skills after the lockdown period.

scholarly journals Reading and Mathematics Bound Together: Creating a Home Environment for Preschool Learning

2015 ◽  
Vol 5 (1) ◽  
pp. 44 ◽  
Author(s):  
Amber J. Godwin ◽  
William H. Rupley ◽  
Robert M. Capraro ◽  
Mary Margaret Capraro
Keyword(s):  
Home Environment ◽  
Effortful Control ◽  
Reading Skills ◽  
Learning Opportunities ◽  
Early Mathematics ◽  
Mathematics Skills ◽  
Home Learning ◽  
Rapport Building ◽  
And Mathematics ◽  
Reading And Mathematics

<p>The combination of mathematics and reading in family reading time can positively impact children’s ability to make sense of representations in both mathematics and reading. Four families volunteered to participate in this field based inquiry to learn how to integrate mathematics and reading in parent-supported activities. Four parents and their preschool aged children together attended training sessions to learn and practice how to create a home environment supportive of both reading and mathematics. Each parent completed questionnaires about implementation of the four training sessions with their child. Parent responses were overwhelmingly positive regarding the suggested behaviors for creating a pro-reading/mathematics home environment. Parents reported that the reading and mathematics home instruction activities gave children learning opportunities from combining early mathematics skills and reading skills and they also learned new vocabulary. Home learning activities also helped children learn effortful control skills when reading and talking about mathematics storybooks. There was also rapport building through family conversations that were attributed to parents’ use of instructional activities.</p>

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