Learning during the lockdown: real-time data on children’s experiences during home learning
By Almudena Sevilla, Angus Phimister, Sonya Krutikova, Lucy Kraftman, C. Farquharson, Monica Costa Dias, Sarah Cattan, A. Andrew. 2020
188 citations recorded by the source corpus.
Subfields: Clinical Psychology, Education
View Paper: https://www.semanticscholar.org/paper/f1d370b3fb03eb8b2a5b1b6fd96dc36f3cf95353
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In Education
Citations in the corpus
- Learning disruption or learning loss: using evidence from unplanned closures to inform returning to school after COVID-19 (2021, background): “What is clear, however, is that home learning has been challenging and children of higher-income parents are more likely to have better access to technology and spend more time on home learning (Andrew et al., 2020).”
- Inequalities in home learning and schools’ provision of distance teaching during school closure of COVID-19 lockdown in the UK (2020, background): “In the UK, schools closed on 20 April 2020, except for schools for children of key workers and children with special needs.”
- Learning from the COVID-19 home-schooling experience: Listening to pupils, parents/carers and teachers (2020, background): “As in many countries, there has been particular concern about vulnerable pupils during homeschooling (Andrew et al., 2020; Green, 2020; Outhwaite, 2020).”
- Inequality in learning opportunities during Covid-19: Evidence from library takeout (2020, background): “…show that parents of high socioeconomic status (SES; e.g., high education and income) provided more academic support (e.g., help with homework), physical resources (e.g., computers/tablets), and motivational support for their children than parents of low SES (Andrew et al., 2020; Bol, 2020).”