Caregiver Perspectives on Schooling from Home during the Spring 2020 COVID-19 Closures

Autor/inn/en	Briesch, Amy M.; Codding, Robin S.; Hoffman, Jessica A.; Rizzo, Christie J.; Volpe, Robert J.
Titel	Caregiver Perspectives on Schooling from Home during the Spring 2020 COVID-19 Closures
Quelle	In: School Psychology Review, 50 (2021) 4, S.546-559 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2021.1908091
Schlagwörter	Child Caregivers; Caregiver Attitudes; Mothers; Parents as Teachers; Home Schooling; School Closing; Distance Education; COVID-19; Pandemics; Barriers; Family School Relationship; Children; Adolescents; Elementary School Students; Secondary School Students; Stress Variables; Related Services (Special Education) + Suchen Sie Ihr Suchwort? Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Mother; Mutter; Homeschooling; Home instruction; ; Hausunterricht; Heimschule; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler
Abstract	The abrupt onset of the COVID-19 pandemic necessitated an unprecedented shift to remote schooling for students across the United States and required many caregivers to take a primary or secondary role as schoolteacher. The goal of this study was to better understand caregivers' experiences of schooling from home during the spring 2020 COVID-19 closures. Roughly 1,000 caregivers, the majority of whom were White, highly educated mothers, responded to the survey, documenting their children's daily remote learning experiences and providing insight into the frequency and perceived quality of specialized services and individualized support plans. Results highlight the wide variability in students' daily educational experiences. Estimates of assigned work ranged from less than 30 minutes to more than three hours per day across grade levels, and approximately 1 in 4 caregivers reported that their child received no synchronous instruction. Furthermore, reports provide insight into the specific stresses experienced by caregivers in navigating schooling from home, most notably related to time and communication. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01