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Children and COVID-19 Research Library

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

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31 - 45 of 279
One year of online education in COVID-19 age, a challenge for the Romanian education system

Eduard Edelhauser; Lucian Lupu-Dima

Published: July 2021   Journal: International Journal of Environmental Research and Public Health
The study tried to analyze the implication of one year of online education in the Romanian education system. To achieve this goal, the authors of this study analyzed all the levels of education, primary education, lower secondary education, upper secondary education, and even the early childhood system, but also one of the smallest Romanian universities, considered representative for grade 1 universities representing 60% of the Romanian universities. The study is based on four online questionnaires for investigation, first with more than 2500 respondents from the primary and secondary Romanian education system, and the other three applied to more than 800 students and professors from the University of Petroșani. The investigation took place during 29 January 2021 and 11 February 2021. The authors had investigated the main feature of a standard online or a classical e-learning solution, such as the meeting solution or the video conference software, the collaborative work, such as homework or projects, and the testing method or the quizzes from both perspectives of the students and of the professors.
It’s not homeschool, it’s school at home: parents’ experiences as teachers during the COVID-19 pandemic

Debra P. Price; Jamey Peersman; Savannah Matherne

Published: July 2021   Journal: Educational Media International
This article explores the oral histories of five parents from the United States and Europe who found themselves teaching their children at home, last spring, when school buildings closed in response to the COVID −19 pandemic. Their stories resulted from interviews conducted via Zoom. This article examines data exclusively shared through an interview process. In addition to the oral histories, thematic analysis was conducted in order to facilitate the communication of themes to education policy holders and administration. Of particular importance were the influences of virtual learning and technology, both hardware and software. Themes based on issues of communication, support, learning environments and curriculum give insight into how schools and communities might respond differently to future events where school buildings are closed, but school remains in session.
Serbian teachers’ perceptions of online assessment during COVID-19 school closure: the role of teachers’ self-efficacy

Stefan Ninković; Stanislava Olić Ninković; Tihomir Lazarević (et al.)

Published: July 2021   Journal: Educational Studies
The COVID-19 pandemic has led to the temporary closure of schools around the world. Due to the sudden and complete transition to online instruction, teachers were faced with various challenges. The assessment of student performance is one of the integrative segments of remote teaching. Therefore, the aim of this study was to examine the relationship between teachers’ perceptions of online assessment and different facets of self-efficacy. The study involved 147 primary and secondary school teachers who completed an online survey.
Feeling a bit like a tsunami wave: an exploratory study of early childhood professionals’ experiences during the COVID-19 crisis in the USA

Minsun Shin; Victoria I. Puig

Published: July 2021   Journal: Education 3-13
The COVID-19 crisis highlights how vital childcare is and demonstrates the importance of the often undervalued work of early childhood educators. This mixed methods exploratory study presents how early childhood professionals (n = 75) navigated alternate remote teaching formats and served young children and their families during the COVID-19 crisis in the U.S. Key findings include the personal and professional challenges participants experienced supporting their students’ social-emotional development and serving children with disabilities. Participants also shared reflections on the resilience and adaptability of children, families, and themselves. Recommendations for interdisciplinary research, professional development that builds technological proficiency, and practice that supports children and families through inclusive early childhood models are discussed.
COVID-19 and remote learning: experiences of parents supporting children with special needs and disability during the pandemic

Patricia A. Shaw; Alan Shaw

Published: July 2021   Journal: Education 3-13
The closure of school buildings due to COVID-19 created a challenge for parents and teachers supporting children’s remote learning. This paper presents findings of a study that explored whether parents of children with special educational needs and disabilities (SEND) experienced an unusually challenging period and what obstacles they faced. An online survey was sent to parents during the first (March–June 2020) and second (January–March 2021) lockdowns in England: a total of 141 voluntary participants responded. Thematic data analysis identified three significant themes: Infrastructure (Quality and efficacy of resources; Access to school’s virtual learning environment); Impact on parent (Perceived lack of ability or understanding; Relationships; Time; Mental health); Impact on child (Reduced stress and anxiety; Need for routine). Recommendations for schools include collaborating with parents to ensure children with SEND achieve greater equality and inclusivity in educational provision, by developing blended models for in-school and remote learning.
School leaders’ perspectives towards leading during crisis through an ecological lens: a comparison of five Arab countries

Khalid Arar; Rania Sawalhi; Youmen Chaaban (et al.)

Published: July 2021   Journal: Journal of Educational Administration and History
This qualitative study compared school leaders’ perspectives towards their leadership practices in times of emergency caused by the COVID-19 pandemic. A total of twenty-seven school leaders from public and private schools across five Arab countries (Kuwait, Lebanon, Morocco, Palestine, and Qatar) participated in the study. Following Turbulence Theory and an ecological framework, the study adopted in-depth semi-structured interviews to respond to the following queries: (1) What were the major actions taken by school leaders during the crisis? (2) What were the resemblances and disparities between school leaders’ practices across the five countries?
In-person vs. home schooling during the COVID-19 pandemic: differences in sleep, circadian timing, and mood in early adolescence

Julia E. Stone; Andrew J. K. Phillips; Evangelos Chachos (et al.)

Published: July 2021   Journal: Journal of Pineal Research
During the COVID-19 pandemic, schools around the world rapidly transitioned from in-person to remote learning, providing an opportunity to examine the impact of in-person vs remote learning on sleep, circadian timing, and mood. This study assessed sleep-wake timing using wrist actigraphy and sleep diaries over 1-2 weeks during in-person learning (n = 28) and remote learning (n = 58, where n = 27 were repeat assessments) in adolescents (age M ± SD = 12.79 ± 0.42 years). Circadian timing was measured under a single condition in each individual using salivary melatonin (Dim Light Melatonin Onset; DLMO). Online surveys assessed mood (PROMIS Pediatric Anxiety and Depressive Symptoms) and sleepiness (Epworth Sleepiness Scale – Child and Adolescent) in each condition.
The effect of school closures on standardised student test outcomes

Joana Elisa Maldonado; Kristof De Witte

Published: July 2021   Journal: British Educational Research Journal
The school closures owing to the 2020 COVID-19 crisis resulted in a significant disruption of education provision, leading to fears of learning losses and of an increase in educational inequality. This article evaluates the effects of school closures based on standardised tests in the last year of primary school in the Dutch-speaking Flemish region of Belgium.
Emergency remote teaching and learning in Portugal: preschool to secondary school teachers’ perceptions

Filipa Seabra; António Teixeira; Marta Abelha (et al.)

Published: July 2021   Journal: Education Sciences
Emergency remote teaching and learning (ERTL) represent a critical and challenging time for teachers globally. To understand how Portuguese teachers interpreted their ERTL experiences of the first lockdown, we started by asking: What perspectives do teachers have about ERTL? Answering three open questions made available online between April and May of 2020, a sample of 305 preschool, basic, and secondary school teachers expressed their perspectives on (i) difficulties throughout ERTL; (ii) students’ constraints in participating in ERTL; (iii) the potential and benefits resulting from this exceptional period. Data were analyzed using content analysis. While Portuguese teachers perceived ERTL with concern, a majority also saw it as an opportunity. Workload, work conditions, and time management were the most frequently mentioned difficulties. Regarding students’ constraints, teachers emphasized participation, the role of parents, lack of contact, and autonomy.
Supporting, teaching and empowering parents: a teacher's manual on psychosocial interventions for elementary school-aged students and parents during disasters and emergency situations

Mee Young Choi ; Remegio Alquitran; Maria Soriano-Lemen (et al.)

Institution: UNESCO
Published: July 2021

In response to the COVID-19 pandemic, the Department of Education implemented the Basic Education Learning Continuity Plan, directing schools to switch to online and distance learning modes. The start of School Year 2020-21 was moved to August from June. By September 2020, however, only 23,987,944 basic education students enrolled in public and private schools for SY 2020-21, representing 86.3% of the national enrolment figures from SY 2019-2020. This new normal in education underscores the important role of parents to make sure that the educational goals for their children are met during these challenging times. Enhancing the resilience of children allows them to develop normally despite adverse conditions brought about by disaster experiences. This Manual was developed as a resource for teachers to train parents and caregivers of elementary school-aged children and build their capacity to provide psychosocial support to their children during and in the aftermath of disaster experiences. The Manual consists of a framework to guide teachers, learning packs on the different modules covered in the program, and 8 modules detailing step-by-step conduct of the training sessions.

Remote learning : evidence from Nepal during COVID-19

Karthika Radhakrishnan; Shwetlena Sabarwal; Uttam Sharma

Institution: The World Bank
Published: July 2021
This note discusses early results from a distance education program on foundational numeracy for primary school students in Nepal during Coronavirus (COVID-19) evaluated in a randomized trial. The trial included 3,700 households with children in public school (grades 3-5). It provided support for foundational numeracy through mobile phone-based tutoring. The trial tested delivery through public school teachers and also through NGO facilitators. It led to a 30 percent increase in foundational numeracy, with teachers being slightly more effective at producing learning gains than NGO facilitators. These results suggest that instructional support through mobile phones can be a high-access and low-cost approach to providing instruction at scale.
Caregiver perspectives on schooling from home during the Spring 2020 COVID-19 closures

Amy M. Briesch; Robin S. Codding; Jessica A. Hoffman (et al.)

Published: July 2021   Journal: School Psychology Review
The abrupt onset of the COVID-19 pandemic necessitated an unprecedented shift to remote schooling for students across the United States and required many caregivers to take a primary or secondary role as schoolteacher. The goal of this study was to better understand caregivers’ experiences of schooling from home during the spring 2020 COVID-19 closures. Roughly 1,000 caregivers, the majority of whom were White, highly educated mothers, responded to the survey, documenting their children’s daily remote learning experiences and providing insight into the frequency and perceived quality of specialized services and individualized support plans.
Deaf students’ linguistic access in online education: the case of Trinidad

Noor-ud-din Mohammed

Published: July 2021   Journal: Deafness & Education International
Comparatively little research on linguistic access in deaf education has occurred in the Caribbean when compared to the rest of the world. During the COVID-19 pandemic, many Caribbean countries attempted large-scale e-learning for the first time. This study investigates how an emergent system of e-learning that started during crisis conditions affects the linguistic access of deaf students in Trinidad and Tobago. The framework for investigation encompasses the learning management system, course materials and language and communication involved in e-learning. A phenomenological method of inquiry is employed to understand the processes of receiving and providing online deaf education in terms of those who experience it. Data are triangulated from deaf primary and secondary school students, their teachers, interpreters and parents.
Resilience and parental burnout among Finnish parents during the COVID-19 pandemic: variable and person-oriented approaches

Matilda Sorkkila; Kaisa Aunola

Published: July 2021   Journal: The Family Journal
During the coronavirus disease 2019 (COVID-19) crisis, different personality characteristics may have influenced parental well-being in different ways. The present study combined variable and person-oriented approaches and examined relationships between resilience, parental burnout, and perfectionism during the lockdown. It first used structural equation modeling to assess the paths between variables. It also used latent profile analysis to examine different profiles of parents based on resilience, perfectionism, and symptoms of parental burnout. Finally, this study examined how these profiles differ in terms of relevant background variables.
Students attending school remotely suffer socially, emotionally, and academically

Angela L. Duckworth; Tim Kautz; Amy Defnet

Published: July 2021   Journal: Educational Researcher
What is the social, emotional, and academic impact of attending school remotely rather than in person? We address this issue using survey data collected from N = 6,576 high school students in a large, diverse school district that allowed families to choose either format in fall 2020. Controlling for baseline measures of well-being collected 1 month before the onset of the COVID-19 pandemic as well as demographics, high school students who attended school remotely reported lower levels of social, emotional, and academic well-being (effect size [ES] = 0.10, 0.08, and 0.07 standard deviations, respectively) than classmates who attended school in person—differences that were consistent across gender, race and ethnicity, and socioeconomic status subgroups but significantly wider among 10th–12th graders than ninth graders.
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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.