A Primary Factor That Contributed to the Significant Role of the Family in Chinese Life Was the

Abstract

The COVID-19 crisis has forced pedagogy systems worldwide to find alternatives to face-to-face instruction. Every bit a result, online teaching and learning have been used past teachers and students on an unprecedented calibration. Since lockdowns – either massive or localised - may be needed over again in the future to respond to new waves of the infection until a vaccine becomes available, it is of utmost importance for governments to identify which policies can maximise the effectiveness of online learning. This policy brief examines the role of students' attitudes towards learning in maximising the potential of online schooling when regular face up-to-face instruction cannot accept place. Since parents and teachers play a fundamental part in supporting students to develop these crucial attitudes, particularly in the current situation, targeted policy interventions should be designed with the aim of reducing the brunt on parents and help teachers and schools make the most of digital learning.

Cardinal findings and recommendations:

The electric current COVID-19 crunch has obliged most education systems to adopt alternatives to face-to-face didactics and learning. Many didactics systems moved activities online, to allow instruction to keep despite school closures.
Because the alternative of no schooling, online schooling has been an important tool to sustain skills development during school closures. That being said, there are still concerns that online learning may take been a sub-optimal substitute for face-to-face didactics, especially and so in the absence of universal admission to infrastructure (hardware and software) and lack of adequate preparation amid teachers and students for the unique demands that online instruction learning pose.
Developing strong attitudes towards learning can assist students overcome some of the potential challenges posed by online learning such as, for case, remaining focused during online classes or maintaining sufficient motivation. They are also crucial in supporting students using information and communications technology (ICT) effectively and making the most of new technologies for learning. Positive attitudes towards learning, self-regulation and intrinsic motivation to learn play an important role in improving functioning at schoolhouse in general, but may be especially important should online learning go along.
Students' attitudes and dispositions are influenced to a keen degree past the support they receive from families and teachers and by the office models they are exposed to. Different forms of back up from families and teachers, including parental emotional support and teacher enthusiasm, are found to be of import for the development of positive attitudes towards learning and can ensure that students acquire the attitudes and dispositions that can maximise their ability to make the most of online learning opportunities. Nonetheless, some families and teachers may struggle to provide such support - peculiarly during the COVID-xix crunch - considering of a lack of time, bereft digital skills or lack of curricular guidelines.
Education systems should aim to strengthen engagement between schools and parents in order to amend information and guidance to parents on constructive practices for supporting their children's learning. At the same fourth dimension, teachers need support to contain technology effectively into their didactics practices and methods and help students overcome some of the difficulties that are associated with this class of learning environment. Supporting teachers' training about the employ of digital resources for pedagogical do and promoting teaching practices adapted to this context is central to ensure that ICT is leveraged effectively.

Equally a response to the COVID-19 crisis, many countries around the world airtight schools, colleges and universities to halt the spread of the virus. According to information from UNESCO, the peak in schoolhouse closures was registered at the get-go of April 2020, when around 1.6 billion learners were affected across 194 countries, accounting for more than than 90% of total enrolled learners (UNESCO, 2020[one]). The sudden closure of schools meant that education policy makers, schoolhouse principals and teachers had to notice alternatives to face-to-face instruction in order to guarantee children's correct to education. Many systems take adopted online instruction (and learning) on an unprecedented scale, ofttimes in combination with widespread remote learning materials such as television or radio. Until constructive vaccines or therapeutics for the novel Coronavirus become bachelor, it is likely that schooling may continue to exist disrupted. Even if the worst case scenario of a second wave of the outbreak were not to materialise, localised and temporary school closures may notwithstanding exist needed to incorporate manual of COVID-19. For case, children coming in contact with infected individuals may exist required to self-isolate and the lack of adequate spaces for them to nourish classes or of qualified educators to be deployed in those circumstances will forcefulness certain schools to adopt blended models to guarantee social distancing. This has already been the example, for instance, in Germany, where, only two weeks after re-opening, some schools were closed once again over Coronavirus infections. Against this uncertain backdrop, it is therefore important to identify which policies can maximise the effectiveness of online teaching and learning.

In spite of being a desirable choice compared to no schooling – which would accept caused major interruptions in student learning with possible long-lasting consequences for the affected cohorts (Burgess, 2020[ii]; Hanushek and Woessmann, 2020[3]) - the sudden switch to using digital pedagogy may take led to sub-optimal results if compared to a business concern as usual in-presence instruction, as teachers, students and schools all had to unexpectedly arrange to a novel situation. This policy cursory takes stock of some of the difficulties encountered by students, teachers and schools while adapting to online learning in social club to understand how remote schooling tin exist improved further, should online learning become necessary to prevent widespread transmission.

The first concern which has arisen is that online learning is only available to children that have access to a broadband connection at habitation that is fast enough to support online learning. While network operators take mainly been successful to maintain services and efficiently utilise pre-existing capacity during phases of lockdown (OECD, 2020[4]), in that location are yet geographical areas and population groups that are underserved, especially in rural and remote areas and amongst low-income groups. For example, in many OECD countries, fewer than half of rural households are located in areas where fixed broadband at sufficient speeds is available. In add-on, children need to take access to devices such as computers and the necessary software to participate in online learning activities, which is often a claiming for lower‑income households.

For those students that are connected, the second concern is that certain students have not been able to receive a sufficient number of hours of instruction. For example, in the United Kingdom, 71% of land schoolhouse children received no or less than one daily online lesson (Greenish, 2020[5]), while in Frg only 6% of students had online lessons on a daily footing and more than half had them less than once a calendar week (Woessmann et al., 2020[half dozen]). Some economists have estimated that, equally a consequence of this, students in the United States will resume their schooling in the fall of 2020 with roughly 70% of the learning gains relative to a typical schoolhouse twelvemonth on boilerplate and that the learning gains might be even smaller in mathematics, amounting to only 50% (Kuhfeld and Tarasawa, 2020[7]). Information technology is therefore important for education policy-makers to understand which factors have prevented sure children from receiving sufficient instruction – among them, in addition to the lack of infrastructure, the absence of acceptable preparation in schools and among teachers, likewise equally, in some cases, the lack of curriculum guidelines. These elements have also determined a bang-up variation, across schools and countries, in the quality of online learning, raising the business organisation that disparities in educational outcomes across socioeconomic groups may be reinforced in the absence of corrective measures. For case, in the United States, over ane‑third of students take been completely excluded from online learning, peculiarly in schools with large shares of low-income students, while elite private schools experienced almost full attendance (The Economist, 2020[8]; Khazan, 2020[9]). Similarly, prove from England (United Kingdom) suggests that children from better-off families spent 30% more time on habitation learning than those from poorer families during the lockdown, and their parents reported feeling more able to support them than socio-economically disadvantaged parents, while students from richer schools had access to more than individualised resources (such as online tutoring or chats with teachers) (IFS, 2020[10]) .

Further concerns relate to the fact that the effectiveness of online learning might accept been hindered, in some cases, past the lack of bones digital skills amongst sure students and teachers, making them unprepared to conform to the new state of affairs so abruptly (OECD, 2020[11]). For example, descriptive evidence based on PISA 2018 shows that there were major differences across countries and socio-economical groups in the use of technology for schoolwork before the pandemic amidst 15-yr-olds, raising the concern that students who were less experienced might be those suffering the well-nigh from the shock caused by online learning.

Figure 1. Mean Index of ICT use outside of school for schoolwork, by socio-economic groups

Figure one indicates that, in almost all countries, students from low socio-economic backgrounds fabricated less frequent utilize of digital technologies compared to their peers from loftier socio-economic backgrounds before the pandemic in 2018. Disparities were particularly hit in Australia, Mexico, Southward Korea and the United States. Like differences are observed between students from public and individual schools, with the latter making more than frequent use of digital technologies for schoolwork (OECD, Forthcoming[12]).

In addition, some teachers might also accept struggled to adapt to online teaching so abruptly due to a lack of adequate digital skills, possibly contributing to a great heterogeneity in the quality of online teaching across schools. An antecedent result in the literature is in fact that the effectiveness of ICT for learning purposes depends considerably on the digital competencies of teachers and on whether technology is incorporated into pedagogical practices (OECD, 2010[13]) in an effective way (see Box 1).

Box 1. Impact of digital learning on students' performance: What exercise we know?

While in contempo years governments of many countries have been investing increasing resource to raise the availability of digital devices across schools and households, some academic literature has tried to establish the mechanisms through which the use of digital devices affects students' learning. What has emerged is that simply providing access or using digital technologies does non automatically pb to amend academic results (Escueta et al., 2017[14]). For example, Angrist and Lavy (2002[15]) assessed the affect of Israel's Tomorrow-98 programme, which was launched in the mid-90s to provide schools with computers and teachers with preparation for calculator-aided education. They document a negative relationship between the program-induced utilize of computers and maths scores. Like findings come from the evaluation of a Dutch subsidy scheme for computers and software in schools, which had a negative impact on student achievement in language, arithmetic and data processing (Leuven et al., 2007[16]). Other studies accept constitute negligible effects of ICT use. In 2008, a large scale experiment was launched in Italy to provide 156 classes with large grants to buy ICT: despite its huge toll – in the order of EUR i 500 per educatee – the Cl@ssi2.0 programme was found to have only a negligible effect on educatee achievements (Checchi, Rettore and Girardi, 2015[17]). Similarly, a field experiment involving the provision of free computers to low-income schoolchildren for home use in the US state of California did not improve educational outcomes (Fairlie and Robinson, 2013[xviii]). Such negative or negligible furnishings have been mainly attributed to uses of ICT that substitute for more effective traditional instruction (Bulman and Fairlie, 2016[19]): for example, a report suggests that classroom computers are beneficial to students' achievements when used to look upwards information but detrimental when used to exercise skills and procedures (Falck, Mang and Woessmann, 2018[20]). Other studies illustrate that digital tools are beneficial to student learning when they are used to complement traditional teaching, east.g. extending study time and enhancing educatee motivation (Fleischer, 2012[21]; Peterson et al., 2018[22])

Based on this noesis, efforts should be fabricated by governments and school principals to back up teachers in incorporating online tools effectively into their educational activity practices, east.g. by fostering teachers' pedagogies aimed at providing students with guidance and motivation towards agile learning (Peterson et al., 2018[22]). Pedagogical practices should also ensure that the apply of digital technologies and online tools corresponds to learners' needs, prior competencies and digital literacy and teachers should act as mentors to guide students and help them remain focused on the learning elements of tasks (OECD, 2019[23]).

Still, effective pedagogical practices and ease with digital tools are necessary just not sufficient conditions to ensure the effectiveness of online didactics and learning. Students' attitudes towards learning are stiff drivers of their academic achievements in regular times. Indeed, these may be crucial in sustaining students' motivation and agile learning in times of abode schooling. The post-obit section of this brief focuses on how the development of positive attitudes towards learning can promote effective skills evolution in a digital environment. It also identifies how positive learning attitudes can be best promoted past parental emotional support and teacher enthusiasm.

Positive learning attitudes can improve functioning at school and help students go on their motivation when schools are closed

Recently, in that location has been increasing attention devoted to sustaining the development of different non-cerebral skills amongst students – east.chiliad. personality traits, goals and motivation – since they accept been found to have direct positive effects on several socio-economical outcomes, including wages, schooling and performance in achievement tests. Testify indicates that these skills are malleable and amenable to policy intervention and classroom practice (Heckman et al., 2014[24]).

This section will focus on six learning attitudes:

students' ambition to learn and understand as much every bit possible (ambitious learning goals);
the relevance students attribute to school for their future working careers (value of school);
the sense of belonging to the school community (sense of belonging);
students' commitment to work hard and to meliorate performance (motivation to master tasks);
students' ability to overcome difficulties on their own (self-efficacy);
the satisfaction students get from learning and reading (enjoyment of reading).

Prove from the OECD Skills Outlook 2021 (OECD, Forthcoming[12]) shows that all the in a higher place-mentioned attitudes are particularly important for students' success1 in that they are positively associated to their functioning in reading, mathematics and scientific discipline. While many of these attitudes are developed at early stages of one's learning path, they are very likely to be carried over in adulthood, making individuals more resilient to changing societies and more disposed to life-long learning (OECD, Forthcoming[12]; Tuckett and Field, 2016[25]). Learning attitudes are not but innate and their evolution is highly influenced by schooling, parental care and investments, with high run a risk of major inequalities across socio-economical groups. Data prove, for instance, that in a vast majority of OECD countries, socio-economically advantaged students are significantly more than likely to take ambitious learning goals as compared to disadvantaged students (Effigy ii). This eventually affects also their proficiency and academic operation.

Figure 2. Mean value of ambitious learning goals, for advantaged vs. disadvantaged students

While positive attitudes towards learning are of import drivers of students' educational attainments during normal times, they are likely to be even more important in the current context, because of the unique challenges posed by online learning: online learning requires students to rely on intrinsic motivation and self-directed learning. Developing strong learning attitudes, for instance, is fundamental if pupils are to remain focused and motivated in difficult learning environments and could therefore be primal to address the main difficulties that students may encounter again in the near futurity, if a second moving ridge of school closures were to materialise before the wellness crisis has been fully addressed.

Figure 3 provides indication of the importance of attitudes for learning when this learning is mediated by digital technologies past comparison the association between a very frequent use of ICT for schoolwork and students' operation in reading amongst students who are, respectively, in the superlative and lesser quartiles of each learning attitude. Results evidence that, amongst students who make a very frequent apply of ICT for schoolwork, those with stronger attitudes towards learning attain significantly higher proficiency levels than their peers with less positive attitudes.2 Further analyses shows that, while positive attitudes tend to beneficial to students' educational achievements in general, this positive association is fifty-fifty stronger when restricting the sample to high ICT users, suggesting that learning attitudes tin be key to incorporate technologies and online tools finer into learning. When giving closer consideration to the role of different learning attitudes, data evidence that students' dispositions to develop aggressive learning goals and to attribute high value to school may be particularly of import for maximining the effect of online learning. For instance, in Ireland, amongst students making an extensive use of ICT for schoolwork, those with strong ambitious learning goals score 32 points more in reading tests compared to their peers defective ambitious goals.iii

Figure 3. Association between learning attitudes and reading performance among students making intensive use of ICT outside of school for schoolwork

Attitudes and dispositions toward learning are important drivers of students' educational achievements. In the context of online learning, they can help students to incorporate more than efficiently digital technologies and online tools into the learning procedure.

Families and teachers: Tin can they provide constructive support to digital learning?

Learning attitudes are rooted in the support that students receive from teachers and families. Analyses based on PISA 2018 in the OECD Skills Outlook 2021 (OECD, Forthcoming[12]) shed light on the crucial role played past both teacher practices and parental emotional support as important drivers of the evolution of attitudes. Different forms of support tin be incentivised and shaped by effective policy intervention, generally, but even more then in the boggling circumstances related to the COVID-19 pandemic. Therefore, it is important to understand which are the most suitable forms of support that teachers and families can cover to sustain the digital learning process of children.

Figure 4. Association of learning attitudes and different forms of support by parents and teachers

Figure 4 shows that students brandish more positive attitudes and dispositions towards learning when they benefit from more than parental emotional support.4 Parental emotional support matters for most attitudes and displays a strong association with students' self-efficacy. More specifically, the forms of emotional support that are constitute to be most beneficial are when parents encourage their children to be confident and when they support their children's educational efforts and achievements (OECD, Forthcoming[12]). On the teachers' side, the analysis suggests that education environments where teachers are able to convey enthusiasm towards the content of their didactics support the development of positive learning attitudes in students, in detail ambitious learning goals, motivation to master tasks, self-efficacy and enjoyment of reading. The importance of teacher enthusiasm as a driving factor of student learning has been shown extensively in the literature: for case, enthusiastic teachers assistance instill in their students positive subject-related affective experiences and a sense of the personal importance of the field of study (Keller et al., 2014[26]) and they motivate and inspire students, increasing the productive fourth dimension they spend on learning tasks (Keller et al., 2015[27]; Hoidn and Kärkkäinen, 2014[28]; Kunter et al., 2013[29]).

To requite an indication of the benefits brought nigh past parental and teachers' support to students' academic achievements, Figure 5 focusing on students making intensive use of ICT outside of school for schoolwork, compares operation in reading between those who report to take received, respectively, very loftier and very depression levels of support5 – both from families and from teachers. This prove, based on PISA 2018, shows that several forms of back up can be especially effective in enhancing student learning. For example, among high ICT users, pupils who receive very high emotional support from parents or whose teachers are more predisposed to support them and stimulate their reading tend to perform significantly ameliorate in all subjects assessed in PISA. Parental emotional back up is specially effective: for instance, in the Slovak Democracy, students who use ICT very ofttimes and who receive very high support from families score on average 23 points more than than their peers with less back up from families. Receiving stiff emotional support from parents is similarly effective in another countries, such every bit Austria and Slovenia.

Figure 5. Association between students' performance in reading and support from families and teachers among students making intensive use of ICT outside of school for schoolwork

This evidence suggests that parents can play a crucial role during home schooling such as ensuring that their children follow the curriculum and supporting their children emotionally to sustain their motivation and ambitious goals in a situation where they might easily be discouraged from learning autonomously, also due to the lack of peer furnishings. Parental involvement during this phase could significantly help students to address the main challenges posed by online learning, spurring their active and autonomous learning. However, many obstacles may hinder an effective engagement by parents: for example, they might struggle to engage in their children's schoolwork while combining their job obligations or other family obligations - a challenge that may exist especially acute for unmarried parents. Parents might also feel uncapable of supporting them due to lack of digital skills, familiarity with the content of their children'southward schoolwork or negative attitudes towards the cloth. For example, differences in educational levels of parents might requite rise to further inequalities in educational attainments and this should therefore be of cracking business organisation for policy-makers. A recent study from the Netherlands shows, for instance, that less educated parents accept been less supportive of their children efforts during the lockdown and that this has been partly driven by the fact that they were feeling less capable to help them (Bol, 2020[thirty]). Parents with low education might also concur negative attitudes towards learning themselves, thus underestimating the importance of their back up for their children's skill development and, as result, help them less than highly educated parents. Some other business is that gender differences in math attitudes and achievements can be worsened during dwelling schooling, when many children are supported mainly by their mothers in their schoolwork (Del Boca et al., 2020[31]; Farré and González, 2020[32]; Sevilla and Smith, 2020[33]). What is known is that many women have high levels of mathematics anxiety and previous research indicates that girls may exist especially sensitive to internalising mathematics anxiety when exposed to information technology from female adult figures (Beilock et al., 2010[34]). Information technology is therefore crucial for governments and schools to take immediate actions in order to tackle these problems and foster parental involvement.

Together with families, teachers play a fundamental function in helping students to make a more beneficial use of digital learning. In particular, the most effective practices chronicle to how teachers stimulate reading in students (e.g. the teacher poses questions that motivate students to participate actively or shows students how the data in texts builds on what they already know) too as more general teacher support (east.thou. when the instructor shows interest in every student'southward learning, continues teaching until all the students empathize and provides actress-help when students need it) and directed-instruction (e.one thousand. the instructor sets clear goals for students' learning, asks questions to cheque whether students understand the material, presents summary of previous classes at the offset of each lesson). Similarly to parental emotional support, these instructor practices can significantly better students' functioning at school and might exist especially relevant in this context, helping students to remain focused on their learning tasks and to keep their motivation and dispositions to learning. To requite an example, in Australia, among students that rely extensively on ICT for schoolwork, those whose teachers are more able to stimulate their reading score on boilerplate 17 points more than their peers with lower support from teachers. Similar results are observed for some other countries, such as Australia and Switzerland.

If learning attitudes are key drivers of students' (online) learning achievements, the primary challenge facing governments is therefore how to promote the evolution of those attitudes and how to support teachers and parents in strengthening them. Some countries have already implemented policies in this management. These are discussed in the next section.

Policies to support families and teachers

The analysis presented so far has highlighted the importance of both families and teachers in supporting students' learning and motivation, in regular times just fifty-fifty more then during school closures. Information technology is therefore important for governments to facilitate their constructive appointment. Finding effective ways for working parents to provide childcare and support to their children in schoolwork while combining their jobs obligations is an important challenge that many governments are attempting to accost. Most OECD countries take already put in place interventions in this direction by extending, for case, family leave opportunities. In Slovenia working parents who are unable to reconcile work and family obligations are entitled to upwardly to 3-months paid leave, paid at 80% of their earnings by the government. Similarly, in Germany parents with children nether 12 years of historic period are entitled to six weeks paid leave, paid at 67% of earnings up to a ceiling of EUR two 016 per month. In the United States, according to the Families Showtime Coronavirus Response Human activity, parents with children under 18 years of historic period whose school has closed are entitled to upwards to 12 weeks paid family leave, paid at ii-thirds of earnings, up to a limit of USD 200 per day and USD 12 000 over the duration. Other countries accept put in place similar provisions – due east.g. Canada, France, Italy, Switzerland, the United Kingdom, etc. - and will continue them whilst schools remain closed. Measures of this sort are crucial to spur parental involvement in their children's learning activities while preserving their jobs.

The provision of information to parents on how to effectively support their children'due south learning can also amend educational outcomes, both during a lockdown and in normal times. For example, Wide Open School, a web platform created in the United States, offers resource for educators and families for students from preschool to upper secondary education. Function of these resources aim to develop disciplinary technical skills as well as creativity, critical thinking or social-emotional skills, while other resource support families, eastward.thousand. past helping lower income families go devices and better broadband or past providing them with guidance virtually social-emotional wellbeing. Across offering admission to curated resources, the platform also suggests a daily schedule to help students and families accept a skillful balance of activities (Vincent-Lancrin, 2020[35]).

Education systems tin also aim to strengthen school-parent appointment in order to provide appropriate information and guidance to parents on effective practices for supporting their children's learning. An example from Latvia is the Educational Goggle box Aqueduct Tava Klase, which delivers high-quality educational material tailored for different age groups and provides a way for parents to connect with schools (van der Vlies, 2020[36]). As an indicator of its success, a recent survey of parents, students and teachers evidence that at that place is a potent positive association betwixt the clarity of communications between schools and parents, and parents' conviction that their children would reach their learning goals (Burns, 2020[37]).

Teachers also need back up to apace adapt their instruction practices to distance learning, whether regular or advertisement hoc. In this respect, France has mobilised its network of local digital didactics advisers to support the transition from contiguous to distant learning. The network of digital teaching directorate has supported both teachers and school principals - by providing them with online grooming nigh the availability and employ of digital resources for pedagogical practice and by promoting pedagogy practices adjusted to educational continuity and progressive school re-opening – and students – by working with local authorities to lend and deliver computers and learning worksheets to all students (Vincent-Lancrin, 2020[38]). Other countries have decided to complement schooling resources and teachers' efforts in delivering loftier-quality online classes by also providing dwelling house schooling circulate on television or social networks. As an case, in the United Kingdom, the BBC has started to interact with teachers and educational experts and provides daily lessons to pupils in yr one to 10, including videos and interactive activities aimed at keeping up students' motivation and at stimulating their socio-emotional skills (Van Lieshout, 2020[39]).

Conclusions

The current COVID-19 crisis has forced many countries to shut schools, colleges and universities to halt the spread of the virus. Due to the long-lasting negative consequences that schoolhouse closures would have on skill accumulation, many education systems moved rapidly online on an unprecedented scale. Since lockdowns may be introduced again in the time to come until effective vaccines or therapeutics become bachelor, it is of utmost importance for governments to reflect on the chief difficulties that students, parents, teachers and school principals have encountered in adapting to this stage of massive online learning and intervene to better harness the potential of online learning. For example, they should outset expand infrastructure, ensuring that nobody is excluded from online lessons, and support students and teachers to use online tools and technologies in an constructive manner.

Based on forthcoming analysis in the Skills Outlook 2021, this policy brief illustrates that students' attitudes and dispositions to learning, such equally ambition or motivation, are important drivers of their educational achievements and can assist ensure that online learning is as constructive equally possible. In addition, this brief showed that families and teachers play a crucial role in guiding children through the challenges of home learning: parents can provide emotional and learning support to their children, while teachers can human activity equally mentors, encouraging active learning and motivation and checking that nobody falls behind. Such interventions tin considerably contribute to making online learning more effective. Given the crucial part that families and teachers play in the context of schoolhouse closures, governments can spur their effective date by, for example, expanding family unit exit opportunities and by strengthening school-parents advice.

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[33] Sevilla, A. and South. Smith (2020), "Baby steps: The Gender Division of childcare subsequently COVID19", COVID Economic science: Vetted and Real-Time Papers, Vol. 23.

[8] The Economist (2020), Closing schools for covid-xix does lifelong harm and widens inequality.

[25] Tuckett, A. and J. Field (2016), Factors and motivations affecting attitudes towards and propensity to larn through the life form, Government Office for Science.

[1] UNESCO (2020), COVID-19 Educational Disruption and Response, https://en.unesco.org/covid19/educationresponse/.

[36] van der Vlies, R. (2020), Latvia: Tava klase (Your class), OECD Publishing, Paris.

[39] Van Lieshout, K. (2020), United Kingdom: BBC Bitesize, OECD Publishing, Paris.

[38] Vincent-Lancrin, S. (2020), French republic: Réseau de délégués académiques numériques (Network of digital instruction directorate), OECD Publishing, Paris.

[35] Vincent-Lancrin, S. (2020), "United States: Broad Open Schoolhouse", Pedagogy continuity.

[6] Woessmann, 50. et al. (2020), Die Schulkinder Die Zeit Der Schulschließungen Verbracht, Und Welche Bildungsmaßnahmen Befürworten Die Deutschen?.

Notes

← i. Other previous evidence is independent for example in (Behncke, 2009[41]), (Heckman, Stixrud and Urzua, 2006[40]).

← 2. Results hold when accounting for students' grade compared to modal grade in the country and type of programme (general, pre-vocational, vocational), mitigating the concern that results might be driven by schoolhouse characteristics.

← 3. Analogous results are found for the other subjects assessed in PISA, i.e. science and mathematics.

← four. Parental emotional support is an index constructed in PISA grouping the following forms of support embraced by parents: parents support their children'due south educational efforts and achievements, they support their children when they are facing difficulties and they encourage them to be confident.

← 5. High and low levels of back up have been divers based on the values taken by the indices of parental emotional support and instructor practices, constructed in PISA. More specifically, students receiving depression/high support are those in the bottom/meridian quartile of the respective index.

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Source: https://www.oecd.org/coronavirus/policy-responses/strengthening-online-learning-when-schools-are-closed-the-role-of-families-and-teachers-in-supporting-students-during-the-covid-19-crisis-c4ecba6c/

A Primary Factor That Contributed to the Significant Role of the Family in Chinese Life Was the

Abstract

Positive learning attitudes can improve functioning at school and help students go on their motivation when schools are closed

Families and teachers: Tin can they provide constructive support to digital learning?

Policies to support families and teachers

Conclusions

References

Notes

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