scholarly journals Are Social and Ethnic Reading Inequalities Increasing During School Closures?—The Mediating Role of Parental Involvement in Distance Learning

2021 ◽  
Vol 6 ◽  
Author(s):  
Christoph Weber ◽  
Christoph Helm ◽  
David Kemethofer
Keyword(s):  
Distance Learning ◽  
Reading Achievement ◽  
Parental Involvement ◽  
Low Socioeconomic Status ◽  
Family Background ◽  
Ethnic Disparities ◽  
Learning Gains ◽  
School Students ◽  
School Closures ◽  
Mediating Role

From spring 2020 many countries throughout Europe and beyond temporarily closed schools to tackle the spread of the coronavirus. First studies indicate that these school closures resulted in lower learning gains compared to learning gains in preceding years and widened social and ethnic disparities by affecting disadvantaged students more strongly than their more advantaged peers. Moreover, during school closures, parental involvement in distance learning is regarded as crucial for successful learning, especially for younger children. In the current study, we examine whether social and ethnic disparities in the reading achievement of primary school students widened during COVID-related school closures in spring 2020 and whether increased disparities are mediated by parental involvement in distance learning. We use data from 409 Austrian 2nd graders, whose teachers participated in an ongoing study on the use of learning progress assessment. Adopting a within-subject design, we first compare the effects of social and ethnic family background on reading achievement during a pre-lockdown period with the respective effects during a lockdown period of similar length. Controlling for pre-lockdown reading differences, we found that low socioeconomic status and non-German language use at home negatively predicted post-lockdown reading achievement, indicating that post-lockdown disparities were larger than expected due to disparities at pre-lockdown. In contrast, we found no such effects during the pre-lockdown period. Second, a series of mediation models did not provide any support for the hypothesis that parental involvement accounted for family background effects on reading achievement during the lockdown period.

Family Background, Parent Involvement, and Shadow Education Participation of Middle School Students: Empirical Analysis from CEPS2015 Data

2021 ◽  
Vol 7 (1) ◽  
pp. 893-905
Author(s):  
Xiang Gao ◽  
Haiping Xue
Keyword(s):  
Parent Involvement ◽  
Family Background ◽  
Structural Equations ◽  
Socioeconomic Background ◽  
Shadow Education ◽  
Panel Survey ◽  
School Students ◽  
Mediating Role ◽  
Education Participation ◽  
The Relationship

Using the 2015 data of the China Education Panel Survey (CEPS), the relationship between family socioeconomic background, parent involvement, and shadow education participation was explored through structural equations. The results showed that: parent involvement strengthened shadow education participation; parent involvement played a part in the mediating role in the influence of family socioeconomic background on shadow education participation. Parent involvement activates the advantage of family socioeconomic background. Families with high socioeconomic backgrounds are more active in participating in shadow education, and families of different strata are divided into opportunities for participation in shadow education.

scholarly journals Getting the Teacher’s Attention: Parent-Teacher Contact and Teachers’ Behavior in the Classroom

Social Forces ◽  
2020 ◽  
Vol 99 (2) ◽  
pp. 560-589 ◽  
Author(s):  
Natalie A E Young
Keyword(s):  
Academic Success ◽  
Social Class ◽  
Parental Involvement ◽  
Conceptual Model ◽  
Student Performance ◽  
Social Reproduction ◽  
Student Behavior ◽  
Educational Inequality ◽  
Family Background ◽  
School Students

Abstract Studies suggest that both parental involvement and support from teachers matter for students’ academic success. Although cross-national research has revealed numerous ways in which parents shape the schooling process, less clear is whether parental involvement at school can influence teachers’ daily behavior toward students in class. In this study, I draw on data from the China Education Panel Survey (CEPS)—a nationally representative survey of Chinese middle-school students with unusually detailed information on parental involvement and teachers’ daily behaviors—to test a conceptual model that proposes a link between parent-teacher contact in China and attention students receive from teachers during daily lessons. In support of the conceptual model, I find that students whose parents cultivate relationships with teachers through frequent contact are more likely to be cold-called on and praised by teachers in class, even after controlling for family background, student academic performance, and student behavior. Moreover, I observe social class differences in parent-teacher contact, as well as some evidence that parent-teacher contact is linked to improved student performance through its impact on teachers’ attention. Overall, the findings point to a potential new pathway through which social class influences schooling by way of school-based parental involvement and in a broader set of contexts than previously imagined. I conclude with a discussion of implications for social reproduction theory, as well as challenges this situation presents for combatting educational inequality.

scholarly journals A full year COVID-19 crisis with interrupted learning and two school closures: The effects on learning growth and inequality in primary education

2021 ◽  
Author(s):  
Carla Haelermans ◽  
Madelon Jacobs ◽  
Lynn van Vugt ◽  
Bas Aarts ◽  
Henry Abbink ◽  
...  
Keyword(s):  
Primary Education ◽  
Formal Education ◽  
Standardized Test ◽  
Family Background ◽  
Background Information ◽  
Socioeconomic Background ◽  
School Students ◽  
School Closures ◽  
Standard Deviations ◽  
Learning Growth

After more than a year of COVID-19 crisis and the school closures that followed all around the world, the concerns about lower learning growth and exacerbated inequalities are larger than ever. In this paper, we use unique data to analyse how one full year of COVID-19 crisis in Dutch primary education has affected learning growth and pre-existing inequalities. We draw on a dataset that includes around 330,000 Dutch primary school students from about 1,600 schools, with standardized test scores for reading, spelling and mathematics, as well as rich (family) background information of the students. The results show a lower learning growth over a full year for all three domains, varying from 0.06 standard deviations for spelling to 0.12 for maths and 0.17 standard deviations for reading. Furthermore, we find that the lower learning growth is (much) larger for vulnerable students with a low socioeconomic background. This implies that pre-existing inequalities between students from different backgrounds have increased. These results are quite alarming and suggest that distance learning could not compensate for classroom teaching, although it prevented some damage that would have occurred if students had not enjoyed any formal education at all.

scholarly journals Lockdown Learning: Changes in Online Study Activity and Performance of Dutch Secondary School Students during the COVID-19 Pandemic

2021 ◽  
Author(s):  
Maarten van der Velde ◽  
Florian Sense ◽  
Rinske Spijkers ◽  
Martijn Meeter ◽  
Hedderik van Rijn
Keyword(s):  
Distance Learning ◽  
Language Learning ◽  
Retrieval Practice ◽  
School Students ◽  
School Closures ◽  
Data Set ◽  
Online Study ◽  
Study Activity ◽  
And Performance ◽  
Rich Data

The COVID-19 pandemic caused lockdowns and sudden school closures around the world in spring 2020, significantly impacting the education of students. Here, we investigate how the switch to distance learning affected study activity and performance in an online retrieval practice tool used for language learning in Dutch secondary education. We report insights from a rich data set consisting of over 116 million retrieval practice trials completed by more than 133 thousand students over the course of two consecutive school years. Our findings show that usage of the tool increased substantially at the start of lockdown, with the bulk of study activity occurring on weekday mornings. In general, students' progress through the material was largely unaffected by lockdown, although students from the highest educational track were somewhat more likely to be on or ahead of schedule than students from lower tracks, compared to the previous year. Performance on individual study trials was generally stable, but accuracy and response time on open answer questions went up, perhaps as a result of students being more focused at home. These encouraging findings contribute to a growing literature on the educational ramifications of distance learning during lockdown.

scholarly journals Parental Involvement and Educational Achievement of South Korean High School Students

2019 ◽  
Vol 3 (3) ◽  
pp. 62-87
Author(s):  
Sera An ◽  
Kammila Naidoo
Keyword(s):  
Social Capital ◽  
High School Students ◽  
Parental Involvement ◽  
South Korea ◽  
Educational Achievement ◽  
Family Background ◽  
School Students ◽  
South Korean ◽  
Education Fever ◽  
Analytical Tools

Over the past few decades, South Korea, as a rapidly transforming society, has witnessed a massive drive for educational credentials. Some scholars suggest that South Korea has been gripped by an education fever that is leading to huge investments of economic and social capital to further young people’s educational interests. This article refers to a study of three high-achieving South Korean schools. Through the conducting of a survey among 206 school students, 71 teachers and 254 parents, the study aimed to identify the key factors deemed to be responsible for high educational achievement in the schools. Social capital and its physical, relational, structural, and cognitive dimensions presented the conceptual and analytical tools of the study. The findings suggest, after all dimensions are considered, that familial social capital and the nature of parental involvement are most definitive for students’ success. In this sense there is correspondence with James Coleman’s views on the importance of family background as significant in determining how students ultimately perform. However, there is also an indication that mothers and fathers involve themselves differently – and that boarding school students benefit from retaining some distance away from family. The article concludes by offering a set of general recommendations useful for policy-makers in any society seeking to enhance students’ educational achievements. 

scholarly journals PARENTAL INVOLVEMENT OF INDONESIAN SENIOR HIGH STUDENTS: CONTRIBUTION TOWARDS ACADEMIC SUCCESS

2018 ◽  
Vol 3 (1) ◽  
pp. 30-50
Author(s):  
Fathor Rasyid
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Success ◽  
Parental Involvement ◽  
Significant Contribution ◽  
Family Background ◽  
Learning Opportunities ◽  
Senior High School ◽  
School Students ◽  
Senior High School Students

The research was carried out to investigate whether there was any significant contribution of family background and parental involvement towards students’ achievement, and which spesific parental involvement aspects best predict students English performance. To this end, English test was administered to Indonesian senior high school students (n= 222), and questionnaire was to their parents.Path analysis with smartPLS was utilized to analyze the data. The results revealed that the contribution of family background towards parental involvement is significant. However, there are no significant contributions of parental involvement and family background towards students’ achievement. No significant contribution is also found between family background and students’ achievement through intermediary variable of parental involvement. Other finding indicated that parents’ aspiration and expectation along with enhancing learning opportunities at home had the strongest effects on students’ achievement.

scholarly journals Parents’ Involvement in Students’ Academic Achievement in Distance Learning Process During the Pandemic of Covid-19

2021 ◽  
Vol 2 (1) ◽  
pp. 76-88
Author(s):  
Yohana Eva Mau Kasi ◽  
Suparno Suparno ◽  
Abdul Asib
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Distance Learning ◽  
Parental Involvement ◽  
Junior High School ◽  
Structured Interview ◽  
School Students ◽  
Children's Education ◽  
Children’S Education ◽  
Parents Involvement

This study examined the parents’ involvement in students’ Distance Learning during the pandemic of Covid-19 concerning with the school’s policy. This research aimed to explore the private junior high school students’ academic achievement in the pandemic of Covid-19 which was influenced by social factors, such as teachers, parents’ motivational beliefs (Hoover-Dempsey & Sandler, 1995) and home-based and school-based parental involvement (Epstein, 1995). Qualitative method was used to do this study specifically employed a case study design. Questionnaire and semi-structured interview were used to collect the data. 20 parents, eight grade students, homeroom teacher and principle would be the participants in this study. Likert scale and open-ended questionnaire were used to know the participants’ responses on parent’s involvement in children’s education in the Distance Learning. Semi-structured interview would be used to interview the three parents, three students, homeroom teacher and principle for exploring their deep opinions on parental involvement in children’s education success in Distance Learning during the pandemic of Covid-19. The results showed the positives beliefs of parents, students, and school in parents’ involvement in order to influence students’ academic achievement, especially in Distance Learning. At home, parents agreed to control and guide their children in doing the assignments, while at school, they took part in school’s meetings and seminars held by the school.

scholarly journals Lockdown Learning: Changes in Online Foreign-Language Study Activity and Performance of Dutch Secondary School Students During the COVID-19 Pandemic

2021 ◽  
Vol 6 ◽  
Author(s):  
Maarten van der Velde ◽  
Florian Sense ◽  
Rinske Spijkers ◽  
Martijn Meeter ◽  
Hedderik van Rijn
Keyword(s):  
Distance Learning ◽  
Language Learning ◽  
Retrieval Practice ◽  
School Students ◽  
School Closures ◽  
Data Set ◽  
Foreign Language Study ◽  
Study Activity ◽  
And Performance ◽  
Rich Data

The COVID-19 pandemic caused lockdowns and sudden school closures around the world in spring 2020, significantly impacting the education of students. Here, we investigate how the switch to distance learning affected study activity and performance in an online retrieval practice tool used for language learning in Dutch secondary education. We report insights from a rich data set consisting of over 115 million retrieval practice trials completed by more than 133 thousand students over the course of two consecutive school years. Our findings show that usage of the tool increased substantially at the start of lockdown, with the bulk of study activity occurring on weekday mornings. In general, students’ progress through the material was largely unaffected by lockdown, although students from the highest educational track were somewhat more likely to be on or ahead of schedule than students from lower tracks, compared to the previous year. Performance on individual study trials was generally stable, but accuracy and response time on open answer questions went up, perhaps as a result of students being more focused at home. These encouraging findings contribute to a growing literature on the educational ramifications of distance learning during lockdown.

Distance learning in primary school: opportunities and specifics of implementation

2020 ◽  
Vol 1(16) (2020) ◽  
pp. 91-98
Author(s):  
Oksana Yastrub ◽  
◽  
◽  
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Online Courses ◽  
School Teacher ◽  
Educational Process ◽  
Primary School Teacher ◽  
School Students ◽  
Online Mode ◽  
Teachers And Students ◽  
Theoretical Test

The problem of introducing distance learning in primary school is actualized by the development of social networks and Internet technologies, which open unlimited horizons for their application in educational activities. In addition, the introduction of quarantine in Ukraine requires primary school teachers to find ways to effectively master the program material. Among such ways is distance learning. The purpose of the study is to substantiate the specifics and possibilities of organizing the educational process in primary school with the use of distance learning. In the process of scientific research methods of analysis, synthesis, generalization and systematization were used. Distance learning in primary school is defined as a form of organization and implementation of the educational process, in which the subjects of learning (teachers and students) in the online mode carry out educational interaction in principle and mainly extraterritorially. In the context of reforming modern Ukrainian education, a number of e-platforms have been created for the organization of distance learning for primary school students. An effective commercial platform for distance learning is the service "My Class", which contains online courses from 1st to 11th grade, which contain lessons that integrate theoretical (test presentation of content) and practical (individual tasks that can be solved independently of each other, a block of tasks that need to be solved sequentially, guidelines) blocks. Result. Emphasis is placed on the requirements to be met by a primary school teacher when organizing distance learning in primary school during the quarantine period and it is suggested to advise parents who will work remotely with junior students in the initial stages of distance learning, gradually transferring activity to children.

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