Zur Bedeutung von Feedback für das Belastungserleben von Schüler:innen vor und während des Distanzunterrichts

Zeitschrift für Erziehungswissenschaft, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 15, 2025

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Teachers’ professional beliefs made a difference for instructional quality in distance learning during the COVID-19 pandemic

Zeitschrift für Pädagogische Psychologie, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 21, 2025

Abstract: The aim of the present study is to examine if teachers’ professional beliefs accounted for differences in self-reported instructional quality distance learning during COVID-19 pandemic. N = 194 German mathematics teachers were surveyed pandemic 2021 about their (potential cognitive activation, support, management time). Teachers’ constructivist and self-efficacy assessed 2019, before Results structural equation modeling indicate that stronger beliefs, higher potential activation learning. Self-efficacy predicted support better time. These significant associations persisted when pandemic-specific resources (technological pedagogical knowledge, technical at school, collaborative teaching planning; all measured by self-reports) considered. Thus, findings assumption are important adapting challenging unfamiliar circumstances such as pandemic, still ensuring high quality.

Language: Английский

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How did COVID-19 affect young children’s language environment and language development? A scoping review.

Published: Feb. 28, 2024

Background: A diverse body of research conducted since the start Covid-19 has investigated impact pandemic on children’s environments and their language development. This scoping review synthesises peer-reviewed literature this topic between 2020 2023. Methods: Following Joanna Briggs Institute methodology PRISMA extension for reviews, we searched five databases studies that fulfilled following inclusion criteria: with neurotypical (monolingual or multilingual) 0-6-year-old children; focusing any area development including sources describing literacy educational practices impacted development; in context COVID-19 pandemic, no restrictions geographical location used by participants. Ninety-four eligible were identified review. The extracted data synthesised using frequency tables narrative descriptions. Results: Eligible a wide range collection periods, methods, sites, sample ages, sizes, roles to fulfil 15 broad aims. They show language-learning significantly impacted, variability over time across socioeconomic spectrum. Together they domains, as well several home, educational, demographic factors hypothesised Of those focused outcomes, most converge suggest decline typical expectations development, social communication, vocabulary, morphosyntax, literacy, schooling, general communication skills, school readiness, other areas academic progress. Conclusions: Our synthesis suggests environment COVID-19. will support families, researchers, practitioners, policymakers working pandemic-era children further understand effects

Language: Английский

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Navigating the Pandemic and Future Crises

Zeitschrift für Psychologie, Journal Year: 2023, Volume and Issue: 231(3), P. 175 - 176

Published: July 1, 2023

Language: Английский

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