Literaturnachweis - Detailanzeige
Autor/in | Pattison, Harriet D. A. |
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Titel | "Lessons from Lockdown: Could Pandemic Schooling Help Change Education?" |
Quelle | In: Pedagogy, Culture and Society, 32 (2024) 1, S.219-240 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1468-1366 |
DOI | 10.1080/14681366.2022.2026455 |
Schlagwörter | College Students; Pandemics; COVID-19; Educational Change; Parents; Foreign Countries; Parent Attitudes; Student Attitudes; School Closing; Teaching Methods; Educational Quality; Home Schooling; Personal Autonomy; Access to Education; United Kingdom (England) Collegestudent; Bildungsreform; Eltern; Ausland; Elternverhalten; Schülerverhalten; School closings; Schule; Schließung; Schließung (von Schulen); Teaching method; Lehrmethode; Unterrichtsmethode; Quality of education; Bildungsqualität; Homeschooling; Home instruction; ; Hausunterricht; Heimschule; Individuelle Autonomie; Education; Access; Bildung; Zugang; Bildungszugang |
Abstract | This paper uses qualitative data from a survey of Higher Education students, who are also parents, to reveal changing attitudes towards, and perceptions of, education during the pandemic school closures in England. Thematic analysis reveals the stresses of 'homeschooling' and how parents reacted and adapted to these, including adjusting ideas around education. This adaptation mirrors the changing attitudes of parents found in pre-pandemic home education. The paper suggests that post pandemic education could be enriched by taking forward some of these ideas, particularly greater flexibility, personalisation and child autonomy in education. (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 |