The impact of Covid-19 on student learning in New South Wales primary schools
An empirical study
Datos Bibliográficos
| ID | 21522652 |
|---|---|
| Autores | Jennifer Gore (0000-0002-7309-5405, University of Newcastle Australia, autor de correspondencia), Leanne Fray (0000-0002-5760-8688, University of Newcastle Australia), Andrew Miller (0000-0003-3044-3358, University of Newcastle Australia), Drew Miller (0000-0002-3703-3055, University of Newcastle Australia), Jessica Harris (0000-0003-4584-6993, University of Newcastle Australia), Wendy Taggart (University of Newcastle Australia) |
| Año | 2021 |
| Volumen | 48 |
| Número | 4 |
| Páginas | 605-637 |
| Fecha de publicación | 2021-09-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | The Australian Educational Researcher (JOURNAL) |
| Identificadores de la revista | ISSN: 0311-6999 • E-ISSN: 2210-5328 |
| Editorial | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s13384-021-00436-w |
| PMID | 33727761 |
| OpenAlex | W3136110356 |
| Idioma | EN |
| Citas recibidas | 53 |
| Referencias citadas | 11 |
The COVID-19 pandemic produced widespread disruption to schooling, impacting 90% of the world’s students and moving entire school systems to remote and online learning. In the state of New South Wales, Australia, most students engaged in learning from home for at least eight weeks, with subsequent individual and intermittent school closures. However, while numerous claims have circulated in the popular media and in think tank reports, internationally, about the negative impacts on learning, there is limited empirical evidence of decreased student achievement. Drawing on data from more than 4800 Year 3 and 4 students from 113 NSW government schools, this paper compares student achievement during 2019 and 2020 in a sample of matched schools to examine the effects of the system-wide disruption. Somewhat surprisingly, our analysis found no significant differences between 2019 and 2020 in student achievement growth as measured by progressive achievement tests in mathematics or reading. A more nuanced picture emerges when the sample is examined by dis/advantage (ICSEA) and Year level. The Year 3 cohort in the least advantaged schools (ICSEA
Academic achievement · Empirical evidence · Indigenous · Mathematics education · COVID-19 and Mental Health · Medicine · Psychology
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The Schoolteachers' Version of the Stress and Anxiety to Viral Epidemics-9 (Save-9) Scale for Assessing Stress and Anxiety During the Covid-19 Pandemic
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Beyond “Learning Loss
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No learning loss in Sweden during the pandemic
Impact of school closure due to Covid-19 on phonemic awareness of first-grade primary school children
The ability of low- and High-SES schools to inhibit learning losses during the Covid-19 pandemic
“It's something you can't wash off; you carry it with you”
Who are we receiving at the university? The impact of Covid-19 on mathematics and reading learning in high school
Be prepared
Covid-19-related school closures and mathematical performance—findings from a study with grade 3 students in Germany
Unequal literacy development and access to online education in public versus private Panamanian schools during Covid-19 pandemic
The Impact of Covid-19 on Learning Loss in Elementary School Students
A Comparative Study of the Effects of Distance Learning and Face-to-Face Learning during the Covid-19 Pandemic on Learning Mathematical Concepts in Primary Students of the Kingdom of Bahrain
University Students’ Classroom Emotional Climate and Attitudes during and after Covid-19 Lockdown
Impacts of Covid-19 on primary, secondary and tertiary education
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Uncovering heterogeneity in achievement during the Covid-19 pandemic
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Was Covid-19 an unexpected catalyst for more equitable learning outcomes? A comparative analysis after two years of disrupted schooling in Australian primary schools
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Australian teachers’ views on how primary science education can be improved
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Under pressure and overlooked
The heterogeneity of Covid-19 learning loss across Italian primary and middle schools
Learning disruptions and academic outcomes
The effect of school closures on standardized test scores
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Effects of the Covid-19 school lockdowns on language and math performance of students in elementary schools
Learning loss during Covid-19
Examining Covid-19-induced learning loss
Classroom participation
Teachers’ Experiences of Emergency Remote Schooling During the Pandemic
‘Lockdown’ learning designs – Parent preferences towards remote and online learning for their children during the Covid-19 pandemic
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Estimation of the fundamental learning loss and learning poverty related to Covid-19 pandemic in Mexico
Flattening which curve? Property-price gradients in New South Wales during the Covid-19 pandemic
The impact of Covid-19 disruptions on primary education
Social Gaps in Eligibility for a Matriculation Certificate in Israel
Educational Leadership and Policy
Learning to spend time in unusual times
A systematic review and meta-analysis of the evidence on learning during the Covid-19 pandemic
Learning loss and recovery from the Covid-19 pandemic
From performative to professional accountability
Connection, connectivity and choice
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Parental Support and Adolescents’ Coping with Academic Stressors
Revisiting, Reframing and Recovering Learning Loss
Global Inclination of Learning Poverty
| Obras citantes distintas | 53 |
|---|---|
| Citas por año | 10,6 |
| Intervalo de citas | 2021 - 2026 (6) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 51 |