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Teachers’ views on the acceptability and implementation of the Incredible Years ® Teacher Classroom Management programme in English (UK) primary schools from the STARS trial
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| 42 |
The influence of private agents in high school reform ; La influencia de los agentes privados en la reforma de la escuela secundaria ; A influência dos agentes privados na reforma do Ensino Médio
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In: Ensino em Re-Vista; Vol. 29 (2022): Publicação Contínua; e023 ; Ensino em Re-Vista; v. 29 (2022): Publicação Contínua; e023 ; 1983-1730 ; 0104-3757 (2022)
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| 43 |
Dialectical behavior therapy skills training for emotional problem solving for adolescents (DBT STEPS-A) in urban school contexts: a mixed methods study
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| 44 |
Oral language of school-aged children born pretermaturely: a population-based analysis from Madeira Island, Portugal
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| 45 |
Texto literário infantil : a compreensão da leitura e da linguagem literária ; Children's literary text : reading comprehension and literary language
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| 46 |
Children’s negotiation of meanings about geometric shapes and their properties in a New Zealand multilingual primary classroom
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| 47 |
Verhaltenswirkungen von Lesbarkeit und einer Fremdsprache im Management Reporting: Experimentelle Studien
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| 49 |
Preventing Emotional Dysregulation: Acceptability and Preliminary Effectiveness of a DBT Skills Training Program for Adolescents in the Spanish School System
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| 50 |
Relatório de estágio para obtenção do grau de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico
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| 51 |
Weimar Sociologists: a practice of emergency ; Sociólogos de Weimar: una práctica de emergencia
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In: Historische Soziologie; Bd. 11 Nr. 2 (2021): El gran salto adelante de la China del Siglo XXI; 433-468 ; Historical Sociology; Vol. 11 No. 2 (2021): El gran salto adelante de la China del Siglo XXI; 433-468 ; Sociología Histórica; Vol. 11 Núm. 2 (2021): El gran salto adelante de la China del Siglo XXI; 433-468 ; Sociologie Historique; Vol. 11 No 2 (2021): El gran salto adelante de la China del Siglo XXI; 433-468 ; 2255-3851 (2022)
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| 52 |
The Critical Workshop: Writing Revision and Critical Pedagogy in the Middle School Classroom
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In: Doctoral Dissertations (2022)
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| 53 |
Alfabetización mediática crítica para mejorar la competencia del alumnado
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 70, 2022 (Ejemplar dedicado a: Nuevos retos del profesorado ante la enseñanza digital), pags. 47-57 (2022)
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| 54 |
Percepción de las familias sobre el desempeño escolar durante el confinamiento por COVID-19
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 70, 2022 (Ejemplar dedicado a: Nuevos retos del profesorado ante la enseñanza digital), pags. 59-68 (2022)
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Abstract:
The COVID-19 pandemic forced many countries to impose a strict lockdown policy on citizens during a prolonged period of time, which led to changes in lifestyle habits. This unprecedented situation has given rise to numerous studies aimed at determining the effects of the changes brought about by this widespread lockdown. One of the important changes was the digitisation of education and, therefore, teaching, which caused a forced and abrupt immersion in distance learning. In this study, a quantitative methodology based on an ex post facto research design was used with the aim of analysing the impact of the COVID-19 lockdown on the academic performance of schoolchildren (aged 3-12 years). A total of 529 parents completed an ad hoc questionnaire on the impact of COVID-19 on their children’s education in Spain. The results produced a robust model based on structural equations that explain 39.7% of the variance in academic performance at home. The family-school relationship was the variable with the greatest explanatory weight (β=.505; p<.05). In conclusion, the benefits derived from a strong relationship between families and schools, evidenced by the creation of cooperation and communication links, facilitate the management of shared educational challenges such as on-line education in times of crises. ; La situación generada por el obligado confinamiento de la sociedad por la COVID-19 ha llevado, en muchos países, a cambios en los hábitos de vida que han generado numerosos estudios para conocer los efectos de esta nueva situación social. Un importante cambio fue la digitalización del trabajo y, por ende, de la enseñanza, provocando la inmersión forzada en una educación escolar a distancia de una manera abrupta. Se realizó un estudio empleando metodología cuantitativa y basado en un diseño ex post facto, con el objetivo de analizar el impacto que ha tenido el confinamiento por COVID-19 en el desempeño de los escolares (de 3 a 12 años de edad). Un total de 529 participantes completaron el cuestionario CIEN (Cuestionario sobre el Impacto Educativo en la Infancia) sobre impacto educativo de la COVID-19 en sus hijas e hijos escolarizados en España. Los resultados arrojaron un modelo robusto basado en ecuaciones estructurales que explicó el 39,7% de la varianza en el desempeño escolar en casa, siendo la relación familia-escuela, la variable que reveló mayor peso explicativo (β=.505; p<.05). En conclusión, los beneficios derivados de una relación entre la familia y la escuela, patente en el establecimiento de lazos de comunicación y cooperación, facilitan el afrontamiento de retos educativos compartidos tales como la educación a distancia en tiempos de COVID-19.
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Keyword:
academic performance; confinamiento; COVID-19; desempeño escolar; e-learning; educación a distancia; family-school relationship; Impacto socioemocional; lockdown; relación familia-escuela; Socio-emotional impact
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URL: https://dialnet.unirioja.es/servlet/oaiart?codigo=8198769
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| 55 |
Teacher-made tests on Bahasa Indonesia subject for school examinations in public vocational high school of Bengkulu province
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 136-148 (2022) (2022)
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| 56 |
Comparing Narrative Abilities of Monolingual and Dual-Language Learning Students At-Risk for Language and Literacy Disability
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In: All Graduate Theses and Dissertations (2022)
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| 57 |
Breaking Down Barriers: A Culturally Responsive Career Development Intervention with Racially Minoritized Girls of Color
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In: Journal of College Access (2022)
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| 58 |
“I Was Going to Work Full-Time at Roses Department Store”: The Need for College Readiness with Black and Latinx Students
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In: Journal of College Access (2022)
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| 59 |
The metaphorization of the senses in the appointment of school education in times of pandemic ; A metaforização dos sentidos na nomeação do ensino escolar em tempo de pandemia
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In: Entrepalavras; v. 11, n. 3 (11): Linguagem e Tecnologia; 451-465 (2022)
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| 60 |
Early Exposure to Bilingualism and Subsequent School Trajectories
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In: ISSN: 0035-2969 ; EISSN: 1958-5691 ; Revue française de sociologie ; https://hal.archives-ouvertes.fr/hal-03600749 ; Revue française de sociologie, Presse de Sciences Po / Centre National de la Recherche Scientifique, 2021, 62 (2), pp.283-318. ⟨10.3917/rfs.622.0283⟩ ; https://www.cairn.info/revue-francaise-de-sociologie-2021-2-page-283.htm (2021)
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