概括
随着COVID-19学校关闭,学习不平等的局面更加扩大. 然而,提供远程学习和家庭作业检查的学校有助于缩小这些差距,强调了数字准备对于限制学习损失的重要性.
科学领域:
- 教育政策 教育政策
- 教育社会学教育的社会学
- 关于COVID-19影响的研究.
背景情况:
- 由于COVID-19的学校关闭影响了数百万,不准备的家长和学校.
- 将学校教育转移给家庭可能会加剧基于家庭背景的学习不平等.
- 了解对教育公平的影响至关重要.
研究的目的:
- 检查在学校关闭期间花在家庭学习上的时间.
- 研究学校提供的远程教学在解释学习不平等方面的作用.
- 评估父母的教育,社会经济地位,种族和家庭结构如何影响家庭学习.
主要方法:
- 利用了了解社会COVID-19数据集.
- 分析了在家庭学习活动中花费的时间.
- 与学校的远程教学提供和学生背景特征相关联的学习时间.
主要成果:
- 来自弱势背景的孩子 (免费的学校用餐,单亲家庭,较低的父母教育,巴基斯坦/孟加拉民族) 在学业上花费的时间更少.
- 学校提供线下/在线远程教学和家庭作业检查,显著增加了学习时间.
- 远程教学提供缓解了一些学习不平等.
结论:
- 学校提供远程教学是限制关闭期间学习损失的关键政策杆.
- 数字化准备对于教育机构来说至关重要,以确保公平.
- 需要有针对性的支持和资源来解决因学校中断而加剧的学习不平等问题.
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