Parents and teachers’ compensatory strategies during Covid-19 school closures
A scoping review
Bibliographic Data
| ID | 14201230 |
|---|---|
| Authors | Elena De Gioannis (0000-0003-4341-3166, University of Milan, corresponding author), Gabriele Ballarino (0000-0002-4358-0792, University of Milan), Davide Cartagini (0000-0001-6582-8499, University of Milan) |
| Year | 2023 |
| Volume | 69 |
| Issue | 5 |
| Pages | 603-623 |
| Publication date | 2023-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Review of Education (JOURNAL) |
| Journal identifiers | ISSN: 0020-8566 • E-ISSN: 1573-0638 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11159-023-10011-3 |
| OpenAlex | W4387617338 |
| Language | EN |
| References cited | 65 |
After the outbreak of the COVID-19 pandemic, most countries decided to close schools in 2020 to slow down the spread of the virus. The abrupt closure of schools required teachers and families to adapt quickly to an online setting for school activities. The literature review presented here focuses on this adaptive process, summarising research on how parents and teachers tried to curtail the potentially detrimental effects of school closure and remote schooling on students’ learning, identifying the compensatory strategies adopted and analysing their impact on students’ learning experience and performance. The review highlights that the shift from in-person to remote learning led to significant learning losses, as well as to the emergence of new inequalities and the exacerbation of old ones. Teachers and parents played a pivotal role in minimising learning loss due to emergency remote teaching (ERT). Concerning parents, the three main types of strategies were related to: (1) parental socioeconomic and/or demographic factors; (2) parental involvement and support in learning activities; and (3) the family environment. Concerning teachers, two strategies emerged: (1) the implementation of activities favouring interaction between teachers and students and/or among students; and (2) ad-hoc teaching activities. In almost all cases, the compensatory strategies identified were positively associated with students’ learning experience, with a few exceptions
Closure (psychology) · Coronavirus disease 2019 (COVID-19) · Developmental psychology · Mathematics education · Medical education · Pandemic · Pedagogy · Political science · Socioeconomic status · Family and Disability Support Research · Medicine · Parental Involvement in Education · Psychology · Youth Substance Use and School Attendance
Unequal Childhoods
The Effects of Summer Vacation on Achievement Test Scores
Effects of Covid-19-Related School Closures on Student Achievement-A Systematic Review
Parental involvement on student academic achievement
The Impact of Covid-19 School Closure on Child and Adolescent Health
Does the SES of the School Matter? An Examination of Socioeconomic Status and Student Achievement Using Pisa 2003
Parental School Involvement and Children's Academic Achievement
Learning loss due to school closures during the Covid-19 pandemic
Covid-19 and educational inequality
Rayyan—a web and mobile app for systematic reviews
The PRISMA 2020 statement
Parental Involvement and Students' Academic Achievement
Intrinsic Motivation and Self-Determination in Human Behavior
Comparing College Students’ Motivation Trajectories Before and During Covid-19
Children’s Motivation to Learn at Home During the Covid-19 Pandemic
Are Social and Ethnic Reading Inequalities Increasing During School Closures?—The Mediating Role of Parental Involvement in Distance Learning
The Effects of Covid-19 in the Learning Process of Primary School Students
Digital teaching as the new normal? Swedish upper secondary teachers’ experiences of emergency remote teaching during the Covid-19 crisis
‘I think it’s been difficult for the ones that haven’t got as many resources in their homes’
Parenting During Covid ‐19
Covid‐19 school closures and cumulative disadvantage
Fostering “parental participation in schooling”
Baby steps
Gender differences in couples’ division of childcare, work and mental health during Covid-19
Impact of the Covid-19 pandemic on psychological well-being of students in an Italian university
The Replaceable
Cumulative Advantage as a Mechanism for Inequality
Who cares when care closes? Care-arrangements and parental working conditions during the Covid-19 pandemic in Germany
Social inequality in the homeschooling efforts of German high school students during a school closing period
Gendering boundary work
Working from home and income inequality
Both parents matter. Family-based educational inequality in Italy over the second half of the 20th century
Linking maternal involvement in child online learning to child adjustment during the Covid-19 pandemic
The gendered division of unpaid labor during the Covid-19 crisis
The Impact of Learning Time on Academic Achievement
Learning From Lockdown
The Home Environments of Children in the United States Part I
The impact of lockdown on the learning gap
Home/School
The cost of school holidays for children from low income families
Inequality of Opportunity in Comparative Perspective
Does Schooling Increase or Reduce Social Inequality
| Citation velocity | historical |
|---|---|
| Highly cited | No |