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Children and COVID-19 Research Library

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

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76 - 90 of 970
In relation to the relationship: teachers of pupils with multiple disabilities and parents following the COVID-19 pandemic

AUTHOR(S)
Michal Nissim; Orly Ido; Yasser Sanduka (et al.)

Published: November 2022   Journal: European Journal of Special Needs Education
The purpose of this research is to study the relationship between parents of pupils with multiple disabilities and their teachers. This, in order to understand the needs for special education teacher training programmes as these are perceived by the teachers who experienced an abrupt transition to distance learning as a result of the COVID-19 pandemic. The research combines both qualitative and quantitative approaches. The data was collected through an online questionnaire which included open and closed questions. The closed questions were analysed through frequency mapping and percentages and the open questions were analysed through content analysis method. The participants of the research were 48 teachers from schools for pupils with multiple disabilities who were teaching via distance learning during the 2019–2020 school year at the time of the first lockdown. Thematic analysis resulted in the identification of three main themes: (1) Factors challenging the cooperation between parents and the teachers; (2) supportive needs of parents; (3) Recommendations for training of teachers. There is no doubt that the teachers’ toolbox must encompass two central aspects: First is the inclusion of hands-on digital experience in the teachers’ training. The second includes the incorporation of skills focusing involving parents when teaching via distance learning; that is, training parents how to use the assistive technology during distance learning.
Parenting in the time of COVID-19: insights and lessons from parents of international school children

AUTHOR(S)
Kathleen Doll; Gerard Calnin; Moira Ragan (et al.)

Published: November 2022   Journal: Journal of Research in International Education
The closure of school buildings due to COVID-19 and the resulting rapid transition to online education dramatically altered the lives of educators, students and parents. While previous literature demonstrates the vital role of parents in effective online education, pre-pandemic literature focuses on parents and students who have opted in to online education. As such, the outbreak of COVID-19 has presented new challenges for understanding the relationship between parents and their child/ren's online learning. Since the start of the pandemic, studies have emerged exploring parental experience adjusting to their child/ren's online remote learning. However, less is known about the online learning experiences during COVID-19 of families with children enrolled within international schools. Accordingly, the present study draws upon insights from 44 parents of children attending international schools who took part in 22 focus groups, across three countries and in three languages. The study investigates the parental experience with online education and unpacks four themes that emerged from the data: challenges faced by parents, parental perception of their child/ren’s wellbeing, impressions of the learning quality and parental suggestions for consideration by school leadership.
The impact of smartphone use on learning effectiveness: a case study of primary school students

AUTHOR(S)
Jen Chun Wang; Chia-Yen Hsieh; Shih-Hao Kung

Published: November 2022   Journal: Education and Information Technologies
This study investigated the effects of smartphone use on the perceived academic performance of elementary school students. Following the derivation of four hypotheses from the literature, descriptive analysis, t testing, one-way analysis of variance (ANOVA), Pearson correlation analysis, and one-way multivariate ANOVA (MANOVA) were performed to characterize the relationship between smartphone behavior and academic performance with regard to learning effectiveness. All coefficients were positive and significant, supporting all four hypotheses.
Perceived school fairness and willingness to report bias-based bullying among youth during COVID-19 pandemic.

AUTHOR(S)
Isak Kim; Deanna Burgess; Seria Shia Chatters

Published: November 2022   Journal: Journal of School Health

As COVID-19 has let many students into remote learning environments and exacerbated inequality among marginalized individuals, there is a growing concern about Bias-Based Bullying (BBB) in online spaces among school-aged youths. Learning modality and perceived school fairness may affect youth's likelihood of reporting BBB. Data were collected as part of “No Place For Hate” (NPFH) project, which was conducted by an equity office of a school district. A sample of middle and high school students (N = 1117) in the school district was used as an analytic sample. We conducted a series of independent samples t tests and calculated a hierarchical stepwise multivariate regression model to examine the proposition

Survey of New Jersey K-12 professionals on work-based learning during COVID-19: a preliminary study and future implications

AUTHOR(S)
Maryanne L. Campbell; Derek G. Shendell

Published: November 2022   Journal: Journal of School Health

The New Jersey Safe Schools Program (NJSS) offers an online professional development certification course, titled “Designing and Implementing Student Training Plans,” for NJ high school (HS) teachers developing secondary school student work-based learning (WBL) programs. WBL provides students opportunities to engage in career-related field tasks, aligned to curricular instruction. In January-July 2021, during 7 cohorts of trainings, questions in the training's assignment gauged teacher and student concerns regarding worksite placements during the COVID-19 pandemic, learning delivery format preferences, and alternative activities for WBL credit.

Playgroup families' experiences of play-based remote learning

AUTHOR(S)
Victoria Minson; Karen McLean

Published: November 2022   Journal: Australasian Journal of Early Childhood
This qualitative study aimed to investigate enablers and barriers facing community-playgroup families in the provision of play opportunities for children throughout periods of lockdown restrictions during the COVID-19 pandemic. The study used a capabilities approach, focussing specifically on the concepts of resources, capabilities and functionings. Using case study methodology, the study comprised two case studies and involved five community-playgroup families. Data methods included semi-structured interviews with playgroup families and the use of audio data from Zoom™ workshops conducted with families in each case study. A thematic approach to data analysis identified seven themes characterising identified enablers and barriers. These were: internet and networked technologies, ideas and information, routines and structure, relationships, space, everyday life, and support. Implications for how playgroups can support children and families in post pandemic times are discussed.
Correlates of parents' readiness towards inperson schooling among senior high school students during COVID-19 pandemic in Central Java, Indonesia

AUTHOR(S)
Novia Handayani; Aditya Kusumawati; Syamsulhuda B. Musthofa (et al.)

Published: November 2022   Journal: BIO Web of Conferences
During the COVID-19 pandemic, in-person schoolings has been allowed since July 2021, especially for senior high schools. However, school clusters of COVID-19 happened in Central Java Province. This study aimed to analyze factors correlated to parents’ readiness toward in-person schooling during the COVID-19 pandemic. A cross-sectional study was conducted for 2 weeks on June-July 2021. The population was parents with senior high school students in Central Java Province. The questionnaire's link was shared through Education Office’s parents’ networks throughout Central Java. There were 1,520 respondents participated. Most respondents permit their children to in-person schooling (75.66%). Respondents were from 14 cities in Central Java, and most of them were from Pemalang (41.1%). Most respondents have good knowledge of COVID-19 (73.3%), good perception of COVID-19 (59.4%), high self-efficacy (57.2%), and sufficient parents’ readiness (64.4%).
Feeling supported and engaged during COVID-19: the role of family and colleagues in promoting teachers' well-being

AUTHOR(S)
Annalisa Soncini; Francesca Floris; Maria Cristina Matteucci

Published: November 2022   Journal: Teachers and Teaching
The present study aimed at analysing the impact of teachers’ perceived family and colleague support and work engagement on their well-being and life satisfaction during the first European wave of the COVID-19 pandemic. While implementing distance learning and complying with school closures, 1036 Italian teachers took part in an online survey. A structural equation path model showed that perceiving to be supported by family members directly influenced teachers’ well-being and life satisfaction. The perceived support of colleagues promoted life satisfaction directly and indirectly via increased teachers’ work engagement, whereas teachers’ well-being only indirectly.
Changes in demands and resources faced by the early childhood education workforce due to COVID-19

AUTHOR(S)
Charlotte V. Farewell; Jennie Quinlan; Jini Puma (et al.)

Published: November 2022   Journal: Journal of Early Childhood Research
The primary purpose of this study was to investigate the impacts of the COVID-19 pandemic on demands, resources, and job satisfaction among a convenience sample of early childhood education (ECE) staff employed in Head Start preschools in a large metro area of Colorado. A survey was administered to a sample of Head Start staff at two timepoints: Time 1 (pre-COVID-19 pandemic) in October of 2019 (n = 137) and Time 2 (during the COVID-19 pandemic) in November of 2020 (n = 86). The survey consisted of a combination of validated measures to assess personal and external demands and resources and work satisfaction.
Home learning environments during the COVID-19 pandemic: caregivers' and children's perceptions

AUTHOR(S)
Burcu Izci; Rachel Louise Geesa; Shiyi Chen (et al.)

Published: November 2022   Journal: Journal of Research in Childhood Education
This study explored Pre-K through 3rd-grade children’s home learning environments and caregivers’ perceptions, strategies, and attitudes regarding home learning during the COVID-19 pandemic. Participants included 10 caregivers and their Pre-K through 3rd-grade children. Data were collected via caregiver and child interviews, and a caregiver survey in Summer 2020. Descriptive statistics, and open, axial, and selective coding were used to analyze research data.
Effects of the COVID-19 pandemic on reading performance of second grade children in Germany

AUTHOR(S)
Natalie Förster; Boris Forthmann; Mitja D. Back (et al.)

Published: November 2022   Journal: Reading and Writing
In education, among the most anticipated consequences of the COVID-19 pandemic are that student performance will stagnate or decline and that existing inequities will increase. Although some studies suggest a decline in student performance and widening learning gaps, the picture is less clear than expected. This study adds to the existing literature on the effects of the COVID-19 pandemic on student achievement. Specifically, it provides an analysis of the short- and mid-term effects of the pandemic on second grade reading performance in Germany using longitudinal assessments from over 19,500 students with eight measurement points in each school year.
Videoconferencing fatigue and online student engagement among Filipino senior high school students: a mixed methods study

AUTHOR(S)
Mikaela Jasmin F. Dacillo; Jhoana Katrina M. Dizon; Earl Johann T. Ong (et al.)

Published: November 2022   Journal: Frontiers in Education

The ubiquity of online classes during the COVID-19 pandemic induced the widespread use of videoconferencing applications. However, the prolonged use of these applications can lead to videoconferencing fatigue. Drawing from an online survey sample of 215 senior high school students from a selected private university in Manila, Philippines, this mixed methods study examines videoconferencing fatigue and its relationship with online student engagement (OSE) during the COVID-19 pandemic. This study utilized a convergent triangulation research design. The quantitative strand was cross-sectional in nature. The constructs were measured using the Zoom Exhaustion and Fatigue Scale and Online Student Engagement Scale. Bivariate and multivariate statistical tests were used to determine the significance of the relationships between variables. The qualitative strand utilized a descriptive design. Narrative data were collected through an open-ended survey question and analyzed using content analysis.

The impact of flooding on education of children and adolescents: evidence from Pakistan

AUTHOR(S)
Riaz Ahmed; Waseem Barkat; Adeel Ahmed (et al.)

Published: November 2022   Journal: Water Economics and Policy
This study traces short- to long-term adverse effects of the colossal flood 2010 on educational outcomes of children and adolescents (age 5–16 years) in the flooded districts of Pakistan. Taking advantage of the flood — a type of quasi-natural experimental research design it utilized a difference-in-differences (DID) approach with inverse probability of treatment weights (IPTWs) to estimate the impact of the flood on educational outcomes by using a household surveys’ dataset (six waves). It compared educational outcomes out-of-school or dropout from school of — children and adolescents in the flooded households with the educational outcomes of individuals of same age groups in the non-flooded households before, during and after the flood.
Cite this research | Open access | Vol.: 8 | Issue: 3 | No. of pages: 35 | Language: English | Topics: Education | Tags: child education, COVID-19 response, educational policy, school dropouts | Countries: Pakistan
COVID-19 preventive practices and associated factors among high school and preparatory school students in Dessie City, Ethiopia

AUTHOR(S)
Alelgne Feleke; Mesfin Gebrehiwot; Helmut Kloos (et al.)

Published: November 2022   Journal: Frontiers in Public Health

As the COVID-19 pandemic continues to ravage the world, the most pretentious sector besides the economy is the education system. Ethiopia is not equipped with the infrastructure and facilities to provide online classes for students at all levels. Hence, all institutions were re-opened with mandatory infection prevention and control (IPC) protocols such as the use of face masks, physical distancing, shifts in classes, and routine hand washing practices with soap and water to restrict the spread of the virus. Nevertheless, there has been no monitoring and follow- up and there is no data on IPC compliance among school children in the country. The purpose of this study was to examine the COVID-19 preventive practices and their associated factors among high and preparatory school students in Dessie City, Ethiopia. A cross-sectional study was carried out by using a pre-tested face-to-face applied structured questionnaire and direct observations from March 8 to March 20, 2021, in five high and preparatory schools in Dessie City. The sample size was proportionally allocated in each school based on the students' total number registered in the first academic semester, then stratified by grade level, and proportionally allocated to each grade and section. Finally, a simple random sampling method was used to select study participants. Variables with p-values < 0.25 in the bivariate logistic regression analysis were entered into the multivariate logistic regression model.

ABRACADABRA literacy instruction for children with Down syndrome via telepractice during COVID-19: a pilot study
Published: November 2022   Journal: British Journal of Educational Psychology

COVID-19 has resulted in some educators and allied health practitioners transitioning to online delivery of literacy instruction. As far as we are aware, no studies have investigated online delivery of comprehensive literacy instruction for children with Down syndrome. This pilot study explores the efficacy of online delivery of ABRACADABRA (a free literacy web application) for children with Down syndrome, alongside supplementary parent-led shared book reading, during the COVID-19 pandemic.

76 - 90 of 970

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.