Parent and Teacher Support of Elementary Students' Remote Learning during the COVID-19 Pandemic in Germany

Autor/inn/en	Gunzenhauser, Catherine; Enke, Susanne E.; Johann, Verena E.; Karbach, Julia; Saalbach, Henrik
Titel	Parent and Teacher Support of Elementary Students' Remote Learning during the COVID-19 Pandemic in Germany
Quelle	In: AERA Open, 7 (2021) 1, (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Foreign Countries; COVID-19; Pandemics; Elementary School Teachers; Teacher Attitudes; Elementary School Students; Parent Attitudes; School Closing; Distance Education; Educational Technology; Technology Uses in Education; Predictor Variables; Parent Role; Parents as Teachers; Teacher Role; Reading Skills; Mathematics Skills; Grade 2; Grade 3; Grade 4; Mathematics Achievement; Reading Achievement; Germany + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Elternverhalten; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Prädiktor; Parental role; Elternrolle; Lehrerrolle; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Mathmatics sikills; Mathematical ability; Leseleistung; Deutschland
Abstract	The aim of the present study was to investigate the associations between parental and teacher support and elementary students' academic skills during the COVID-19 pandemic. Building on data of an ongoing longitudinal study, we studied the roles of children's (N = 63) academic skills before the first COVID-19 lockdown in Germany (March-June 2020) as predictors of individual differences in parental schoolwork support during the lockdown, and the contributions of parental and teacher support to students' reading and mathematics skills after the lockdown. Findings indicated that children's reading and mathematics skills before the lockdown predicted parental help, and reading skills predicted parental need-oriented support with schoolwork during the lockdown. Children who received more need-oriented support from parents showed a more favorable development of arithmetic skills across the lockdown. Indicators of teacher support did not explain individual differences in students' academic skills after the lockdown period. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01