Home Environment and Parental Involvement in Homework During Adolescence in Catalonia (Spain)

Mora, Toni; Escardíbul, Josep‐Oriol

doi:10.1177/0044118x15626050

Cited by 26 publications

(16 citation statements)

References 71 publications

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“…It has also found a clear relationship between engagement in the learning process and parental background in terms of social class and ethnicity (Oreopoulos et al 2006 ). Unequal parental capacities to help children with their homework and different uses of family time have been extensively documented (Meyer et al 2017 ; Mora and Escardíbul 2018 ). Therefore, family reactions to school lockdown are likely to produce significant differences in the learning opportunities for children from different types of social background (Burgess and Sievertsen 2020 ).…”

Section: The Impact Of School Closure On Learning and Learning Inequamentioning

confidence: 99%

The impact of lockdown on the learning gap: family and school divisions in times of crisis

2020

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The lockdown of schools in Spain to confront the effects of COVID-19 caused an enormous impact at both societal and educational levels. Schools and families had to react rapidly to a new teaching and learning scenario without the benefit of previous planning or government guidelines. In this context, some schools were better able to adapt to the new circumstances than others. Likewise, the structure and size of families' economic, social and cultural capital produced significant differences in the learning opportunities for children from different backgrounds. This article assesses the impact of the school lockdown on the learning gap between children from different social backgrounds in Catalonia. Based on 35,419 responses to an online survey administered between 26 and 30 March 2020 to families with children aged between 3 and 18, the authors' analysis shows that learning opportunities varied significantly. Middle-class families were able to maintain higher standards of education quality in a critical context, while children from socially disadvantaged families had few learning opportunities both in terms of time and learning experiences (schoolwork and maintenance of after-school activities). Results differed by type of school (public/ private) where students were enrolled, family economic, social and cultural capital, and family living conditions. In the final part of the article, the authors highlight the importance of the role of the school in ensuring learning opportunities for children from low socioeconomic backgrounds, and they discuss some policy implications of their findings.

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Section: The Impact Of School Closure On Learning and Learning Inequamentioning

confidence: 99%

The impact of lockdown on the learning gap: family and school divisions in times of crisis

2020

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“…Untuk tindak lanjutnya disini peran guru BK akan menangani siswa yang direkap oleh guru pada menu jurnal guru. Oleh sebab itu untuk tercapainya hasil evaluasi yang dilakukan dalam menggunakan apliksi E-Learning Madrasah ini juga dipengaruhi oleh lingkungan rumah yang baik termasuklah peran orang tua di rumah (Mora & Escardíbul, 2018).…”

Section: Gambar 3 Fitur Computer Based Tes (Cbt)unclassified

The Use of Madrasah E-Learning for Online Learning during the Covid-19 Pandemic

Firmansyah

Minandar²

2021

AIJP

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The purpose of this study is to find out how to use Madrasah E-Learning in online learning during the Covid-19 pandemic by looking at three important aspects, including planning, implementation and evaluation. This study uses a qualitative research approach with descriptive methods. This type of qualitative research used is basic research. At the same time, the data collection techniques are through observation, interviews and documentation. Observations were made at Madrasah Aliyah Negeri 1 Pontianak. The results of this study are: (1) Madrasah e-learning will automatically store the planning data that the teacher compiles, and if it is needed to be printed, the teacher can print directly with the existing menu. (2) Implementation of learning during the COVID-19 pandemic, Madrasah e-learning is equipped with a video convergence menu, teachers and students can conduct virtual meetings. Students can also read the material provided in the teaching materials menu. And (3) Evaluation of E-learning Madrasah learning provides menus for conducting assessments. Cognitive assessment can be done in multiple-choice, essay, true-false, jump, which can be done in the Computer Based Test (CBT) menu.

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“…La investigación en este campo ha observado consistentemente un mayor logro académico entre los estudiantes cuyas familias participan activamente en el proceso educativo, y una relación clara entre la participación en los procesos de aprendizaje y el origen de las familias en términos de clase social o procedencia. Se han documentado ampliamente las capacidades desiguales para ayudar a los niños y niñas con sus tareas y los diferentes usos del tiempo familiar (Cabrera, 2020, Meyer et al, 2017Mora & Escardíbul, 2018;Oreopoulos et al, 2006, Pérez et al, 2013. Por lo tanto, es probable que las reacciones familiares al cierre escolar produzcan diferencias significativas en las oportunidades de aprendizaje de niños de diferentes entornos sociales (Burgess y Sievertsen, 2020).…”

Section: Desigualdades De Aprendizaje Cuando La Escuela Cierraunclassified

Educación formal e informal en confinamiento: una creciente desigualdad de oportunidades de aprendizaje

Bonal

González²

2021

RASE

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El cierre de escuelas en Cataluña para contener los efectos de la COVID-19 obligó a las escuelas y las familias a reaccionar en poco tiempo y sin planificación previa ante un nuevo escenario de enseñanza. Este artículo evalúa el impacto del cierre escolar sobre la desigualdad de aprendizaje entre niños de diferentes contextos sociales en Cataluña. A partir de los datos de una encuesta en línea realizada entre el 26 y el 30 de marzo (n = 35.419) a familias con hijos entre 3 y 18 años, nuestro análisis muestra que las oportunidades de aprendizaje varían significativamente en función de las características del alumnado. Durante el confinamiento, algunas escuelas consiguieron adaptarse a las nuevas circunstancias con mejores medios que otras. De igual forma, el capital socioeconómico y cultural de las familias comportó diferencias significativas en las oportunidades de aprendizaje para los niños de diferentes orígenes sociales. Las familias de clase media pudieron mantener estándares más altos de calidad educativa en un contexto crítico, mientras que aquellas socialmente desfavorecidas mostraron una menor exposición a las oportunidades de aprendizaje, tanto en tiempo como en experiencias (tareas escolares y actividades extracurriculares). Los resultados difieren según el tipo de escuela (público/privada), el capital social y cultural y las condiciones de vida familiares. En la parte final del artículo, destacamos la importancia del papel de la escuela para garantizar oportunidades de aprendizaje para los niños de bajos niveles socioeconómicos y discutimos algunas de las implicaciones políticas de nuestros resultados.

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Home Environment and Parental Involvement in Homework During Adolescence in Catalonia (Spain)

Cited by 26 publications

References 71 publications

The impact of lockdown on the learning gap: family and school divisions in times of crisis

The impact of lockdown on the learning gap: family and school divisions in times of crisis

The Use of Madrasah E-Learning for Online Learning during the Covid-19 Pandemic

Educación formal e informal en confinamiento: una creciente desigualdad de oportunidades de aprendizaje

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