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Children and COVID-19 Research Library

UNICEF Innocenti's curated library of COVID-19 + Children research

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151 - 165 of 771
Student and school characteristics associated with COVID-19-related learning decline among middle and high school students in K-12 schools

AUTHOR(S)
Holly H. Fisher; Georgianne T. Hawkins; Marci Hertz (et al.)

Published: August 2022   Journal: Journal of School Health

COVID-19-disrupted schools, including shifts to virtual learning which may have impacted academic progress. This study assessed characteristics associated with changes in academic grades (before and during the pandemic) for different learning modalities for US students ages 13-19. Students (N = 2152) completed a web survey on school-related experiences during the 2020-2021 school year. County social vulnerability and SARS-CoV-2 transmission data were merged with survey data. Multivariable logistic regression analysis for grade change was conducted with student and school characteristics for each learning modality, controlling for community characteristics.

Interpersonal communication between teachers and students through science practicum activities in increasing the learning motivation of public high school students in Depok City during the COVID-19 pandemic

AUTHOR(S)
Nyken Yuliani; Teddy Oswari

Published: August 2022   Journal: International Journal of Educational Technology and Learning
The Depok City Government is an area that decided to implement teaching and learning activities with an online learning system to break the chain of covid-19 spread. During the Covid-19 pandemic, innovative online learning media, especially science subjects, were used to increase student learning motivation while studying at home. Science practicum activities are one of media that can help students' understanding, for this reason, the creativity of science teachers is needed to continue to carry out simple practicum activities at home. The purpose of this study is to find out and analyze interpersonal communication between teachers and students through science practicum activities in increasing the learning motivation of state high school students in Depok City during the Covid-19 pandemic. The research method used is descriptive qualitative, using the Paradigm of Constructivism, the theory of interpersonal communication used is the Theory of S-O-R (Stimulus-Organism-Response) and the Theory of Symbolic Interactionism. Data collection is carried out through documentation, interviews, observation, and triangulation.
The digital divide, gender and education: challenges for tribal youth in rural Jharkhand during Covid-19

AUTHOR(S)
Kumari Vibhuti Nayak; Shamsher Alam

Published: August 2022   Journal: Decision
When analysing the Covid-19 pandemic potential consequences on education, it is evident that it had adverse effects on the existing educational inequalities worldwide. However, little is known about how the digital divide have worsened the conventional educational system and reinforced pre-existing gender inequalities among the historically marginalised communities. This research paper explores how the pandemic, along with digital divide, deteriorated the educational system among the socially deprived groups (i.e. tribals also known as indigenous or Adivasis) and place them in a disadvantageous position. The paper reflects on how the Covid-19 pandemic re-configured the pre-existing issues of educational inequalities and how the digital dived have been manifested in a way that has particularly affected the young tribal girls. For this study, semi-structured interviews with tribal students, their parents and teachers residing in a remote area of Jharkhand, India, were conducted to understand their experiences of shifting to online education mode. Other than accessibility and infrastructure issue, the findings reveal that the elements of cultural and social issues (related to perceived benefits of education for girls and mindset or beliefs parents and teachers towards effectiveness of digital mode of education delivery) create and reinforce the digital divide for the tribal girls in the hinterlands.
COVID-19 and vulnerable children well-being: interview with left-behind children in rural China

AUTHOR(S)
Endale Tadesse; Sabika Khalid; Cai Lianyu (et al.)

Published: August 2022   Journal: 9
This study sought to explore the psychological well-being, academic adjustment, and quality of parental attachment of LBC during COVID-19 based on Left-Behind Children’s (LBC) word of mouth.  In light of the abundance of quantitative studies, this qualitative study explored the psychological, academic, and parental attachment experiences of rural LBC during COVID-19. To this end, this study conducted semi-structured interviews with 22 LBCs aged 10–15 in May 2021.
"I miss seeing the kids!": Australian teachers' changing roles, preferences, and positive and negative experiences of remote teaching during the COVID-19 pandemic

AUTHOR(S)
Penny Van Bergen; Emily Daniel

Published: August 2022   Journal: The Australian Educational Researcher
The COVID-19 pandemic has caused significant upheaval in schools in Australia and internationally. The aim of this study was to map Australian teachers’ positive and negative experiences during remote and online learning. Our study took place during the first COVID-19 wave, in the early stages of lockdown. Using an online instrument, 210 primary and secondary teachers were asked about changes in their teaching roles due to COVID-19.
Parents' view on online education during Covid-19 pandemic in Nepal: narrative analysis

AUTHOR(S)
Saraswati Basnet; Hom Bahadur Basnet; Dilip Kumar Bhattarai

Published: August 2022   Journal: Bouddhik Abhiyan
Nearly 77 million children, has taken away their classrooms for the past 18 months in the pandemic. School children worldwide have lost 1.8 trillion hours and counting of in-person learning due to COVID-19 lockdowns. At least 1 in 3 school children had no access to remote learning during school closures. Narrative review of Analysis was prepared by using secondary data of the all international and national published journal, report and articles. The narrative review analysis was done only on; a) English language b) involved sample of at least 10 subjects and diverse research design were eligible.
National distance learning programmes in response to the COVID-19 education disruption: case study of Finland
Institution: UNESCO
Published: August 2022

The aim of this case study is to present information on national or government-led distance learning programmes in response to the disruption caused by the COVID-19 pandemic. It is hoped that this will enable reflection on the policy responses and their effectiveness in minimizing disruption and learning loss, enabling the continuity and quality of learning, and maintaining inclusion and equity.This case study of Finland is based on research that was conducted by the Ministry of Education and Culture and its stakeholders during the pandemic and other information available in public domain. Extensive links to source documents have been provided throughout the text, and these are mostly in the Finnish language.

Books versus screens: a study of Australian children's media use during the COVID pandemic

AUTHOR(S)
Sybil Nolan; Katherine Day; Wonsun Shin (et al.)

Published: August 2022   Journal: Publishing Research Quarterly
As children’s use of screens increased during the COVID pandemic, their reading of traditional books was affected, a national survey of Australian parents shows. The study was conducted by researchers at the University of Melbourne to compare young people’s use of screens and books in the pandemic. Their online survey of 513 primary caregivers of children aged seven to thirteen around Australia showed that tablet use flourished during the pandemic and that COVID lockdowns influenced book buying and library borrowing in consequential ways for publishing and literature. Many parents believed their children’s use of screens had come at the expense of book reading.
Digital learning and the lopsidedness of the education in government and private primary schools during the COVID-19 pandemic in West Bengal, India

AUTHOR(S)
Bappa Sarkar; Nazrul Islam; Ranjan Roy (et al.)

Published: August 2022   Journal: E-Learning and Digital Media
Since March 2020, all academic institutions have been closed due to the COVID-19 pandemic and have been encouraged online mode of education to the students in West Bengal, India. The most profound negative effect of the school closure has been noticed on primary education. This research examines how school closures in both government and private primary schools in West Bengal result in uneven teaching-learning opportunities in formal and non-formal education during the COVID-19 pandemic. The present study was conducted based on an online survey in West Bengal using a structured questionnaire. The Kolmogorov-Smirnov Test, Shapiro-Wilk Test, Pearson Chi-squared (χ2) test, and logistic regression were used to check the relationships among the variables. Based on 473 responses to an online survey administered to the parents and educated family members of 3–10 years aged children from both government and private primary schools in West Bengal.
Challenges of online learning for children with special educational needs and disabilities during the COVID-19 pandemic: a scoping review

AUTHOR(S)
Indre Bakaniene; Martyna Dominiak-Świgoń; Miguel Augusto Meneses da Silva Santos (et al.)

Published: August 2022   Journal: Journal of Intellectual & Developmental Disability

The COVID-19 pandemic has affected education at all levels in various ways. This paper provides a review of the literature on the challenges of online learning for children with special educational needs and disabilities (SEND). In total, 17 studies from nine countries were analysed. The challenges of online learning for children with SEND reported by teachers and parents and the strategies applied to overcome the challenges were identified.

The first reactions of early childhood education schools during the early days of the COVID-19 pandemic in Greece

AUTHOR(S)
Maria Chalari; George Charonitis

Published: August 2022   Journal: Education 3-13
This paper reports the first findings of a study that sheds light upon the way early childhood education schools in Greece responded to the COVID-19 lockdown conditions. Specifically, it explores through content analysis and semi-structured interviews: (a) the way 16 early childhood education schools in Athens (8 public and 8 private) first contacted students and their families to inform them about the suspension (b) the way they adapted their programmes to continue to provide education during the first lockdown (Spring 2020) using different models of home-schooling and (c) teachers’ views on the teaching practices they followed at their schools and the challenges they faced.
E-leadership of the school principals in implementing online learning during COVID-19 pandemic at public senior high schools

AUTHOR(S)
Ristapawa Indra; Mahyudin Ritonga; Martin Kustati

Published: August 2022   Journal: Frontiers in Education
This research aimed to discover the implementation of e-leadership for school principals during the COVID-19 pandemic and its effect on school performance through changes in teacher behavior. Quantitative research was used where it involved 8 public high schools with 150 respondents.
The role of parents in online learning motivation for sixth-grade elementary school students

AUTHOR(S)
Sulistya Nurul Fikriah; Diki Rukmana

Published: August 2022   Journal: Profesi Pendidikan Dasar

This research sought to determine how parental roles affected children's motivation for online learning during the COVID-19 pandemic. This study employed a quantitative correlational survey as its methodology. The questionnaire was used to collect data for this study. While SEM-PLS (Structural Equation Modeling-Partial Least Square) analysis is used to test hypotheses, CFA (Confirmatory Factor Analysis) is used to assess validity and reliability. SmartPLS 3.0 software is used to assist in all data processing.

Parents' role in online learning by elementary school students during the COVID-19 pandemic

AUTHOR(S)
Zarah Dwi Jayanti; Machful Indrakurniawan

Published: August 2022
Parents and guardians play a crucial role in students’ online learning process. The current study describes the role of parents, examines the obstacles, and recommends solutions to overcome them from the COVID-19 standpoint. The study uses a phenomenological qualitative method and data were obtained through a questionnaire. The study population included parents/guardians of students of class VI-C SDN Pagerwojo.
What influences the self-educational expectations of China's migrant children in the post-pandemic era

AUTHOR(S)
Huangwei Gao; Zhenni Cai; Jian Wu

Published: August 2022   Journal: Sustainability
The coronavirus pandemic is forcing societal changes, even along the trajectories of international tourism, educational development, and training systems. Existing research has demonstrated that scholastic attainment, parental educational expectations, and school type have significant impacts on the self-educational expectations of migrant children. Nevertheless, there is still insufficient research on the differences in subject grades, parental educational expectations when it comes to choices regarding specific learning phases, and the impact of school types on specific learning phases. Taking “self-educational expectations = high school degree and below” as the control group, we selected the data of migrant children in grade nine from the China Education Panel Survey (CEPS) and employed multinomial logistic regression (MLR) to investigate the factors affecting the self-educational expectations of China’s migrant children.
151 - 165 of 771

UNICEF Innocenti's Children and COVID-19 Library is a database collecting research from around the world on COVID-19 and its impacts on children and adolescents.

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COVID-19 & Children: Rapid Research Response

UNICEF Innocenti is mobilizing a rapid research response in line with UNICEF’s global response to the COVID-19 crisis. The initiatives we’ve begun will provide the broad range of evidence needed to inform our work to scale up rapid assessment, develop urgent mitigating strategies in programming and advocacy, and preparation of interventions to respond to the medium and longer-term consequences of the COVID-19 crisis. The research projects cover a rapid review of evidence, education analysis, and social and economic policies.