Comparison of Parent-Rated Teaching Activities During the First and Second School Lockdowns and Its Association With Students’ Learning Outcomes During Distant Teaching

Zeitschrift für Psychologie, Journal Year: 2023, Volume and Issue: 231(3), P. 192 - 203

Published: July 1, 2023

Abstract: Due to the COVID-19 pandemic, schools were closed twice in Germany for several months. The aim of present study was investigate whether distant teaching activities increased from first school lockdown second and frequency related students’ outcomes (motivation, competent independent learning, perceived learning progress) during learning. To this end, N = 3,480 legal guardians filled an online questionnaire (see Steinmayr et al., 2021 ). Distant greatly lockdown. Besides communication with a parent, all other more frequent at secondary schools. However, both elementary schools, varied greatly. as well children’s characteristics social background independently important outcomes. results are discussed regard their practical implications realizing teaching.

Language: Английский

Living the first years in a pandemic: children’s linguistic development and related factors in and out of the COVID-19 lockdowns

Journal of Child Language, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 27

Published: Oct. 28, 2024

Abstract This retrospective study provides insights on linguistic development in exceptional circumstances assessing 378 children (between 2;6 and 3;6) who lived their first years during the COVID-19 pandemic comparing it with normative data collected before this period ( CDI-III-PT; Cadime et al., 2021). It investigates extent to which was modulated by a complex set of factors, including sex, maternal education, book reading, language-promoting practices, infection, parental stress sleeping problems, considering three periods (during lockdowns, out lockdowns at present). The results show substantial negative effect both lexical syntactic development. Considering individual variation, structural equation modelling unveiled scenario age, problems infection showed direct Maternal education had an indirect children’s language, mediated reading respectively.

Language: Английский

Teachers’ experiences during the COVID-19 pandemic in Portugal: the role of personal, professional and coping variables in inclusive practices

European Journal of Special Needs Education, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 15

Published: Dec. 7, 2024

In July 2018, Portugal implemented an educational framework focused on inclusion, prompting schools and teachers to rethink their education student engagement approaches. Over time, adapted by transforming perspectives education, learning well-being. However, the onset of COVID-19 pandemic in March 2020 introduced significant personal, contextual global challenges. School closures enforced confinement necessitated new practices, intensifying inclusion This study examines how personal variables teachers' experiences during second lockdown affected perception adoption inclusive practices. Data was collected online using self-report questionnaires, with 137 from Portuguese public private participating voluntarily anonymously. The employed descriptive multiple linear regression analyses, alongside univariate analyses variance, assess impacted perceptions findings indicate that factors such as teaching experience, gender significantly influenced These results underscore importance considering proximal contexts crises enhance

Language: Английский