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The impact of lockdown on the learning gap: family and school divisions in times of crisis
International Review of Education ( IF 2.3 ) Pub Date : 2020-09-15 , DOI: 10.1007/s11159-020-09860-z
Xavier Bonal , Sheila González

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.

中文翻译:

封锁对学习差距的影响:危机时期的家庭和学校分裂

西班牙为应对 COVID-19 的影响而关闭学校,这在社会和教育层面都造成了巨大影响。在没有先前规划或政府指导方针的情况下,学校和家庭必须对新的教学和学习场景做出快速反应。在这种情况下,一些学校比其他学校更能适应新环境。同样,家庭经济、社会和文化资本的结构和规模对不同背景儿童的学习机会产生了显着差异。本文评估了学校停课对加泰罗尼亚不同社会背景儿童之间学习差距的影响。根据对 2020 年 3 月 26 日至 30 日期间对有 3 至 18 岁儿童的家庭进行的在线调查的 35,419 份回复,作者的分析表明,学习机会差异很大。中产家庭能够在危急情况下保持较高的教育质量标准,而来自社会弱势家庭的孩子在时间和学习经验(学校作业和课后活动的维持)方面的学习机会很少。结果因学生就读的学校类型(公立/私立)、家庭经济、社会和文化资本以及家庭生活条件而异。在文章的最后部分,作者强调了学校在确保低社会经济背景儿童的学习机会方面的重要性,并讨论了他们的研究结果的一些政策含义。中产家庭能够在危急情况下保持较高的教育质量标准,而来自社会弱势家庭的孩子在时间和学习经验(学校作业和课后活动的维持)方面的学习机会很少。结果因学生就读的学校类型(公立/私立)、家庭经济、社会和文化资本以及家庭生活条件而异。在文章的最后部分,作者强调了学校在确保低社会经济背景儿童的学习机会方面的重要性,并讨论了他们的研究结果的一些政策含义。中产家庭能够在危急情况下保持较高的教育质量标准,而来自社会弱势家庭的孩子在时间和学习经验(学校作业和课后活动的维持)方面的学习机会很少。结果因学生就读的学校类型(公立/私立)、家庭经济、社会和文化资本以及家庭生活条件而异。在文章的最后部分,作者强调了学校在确保低社会经济背景儿童的学习机会方面的重要性,并讨论了他们的研究结果的一些政策含义。而来自社会弱势家庭的儿童在时间和学习经验(学校作业和课后活动的维持)方面几乎没有学习机会。结果因学生就读的学校类型(公立/私立)、家庭经济、社会和文化资本以及家庭生活条件而异。在文章的最后部分,作者强调了学校在确保低社会经济背景儿童的学习机会方面的重要性,并讨论了他们的研究结果的一些政策含义。而来自社会弱势家庭的儿童在时间和学习经验(学校作业和课后活动的维持)方面几乎没有学习机会。结果因学生就读的学校类型(公立/私立)、家庭经济、社会和文化资本以及家庭生活条件而异。在文章的最后部分,作者强调了学校在确保低社会经济背景儿童的学习机会方面的重要性,并讨论了他们的研究结果的一些政策含义。
更新日期:2020-09-15
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