Covid-19 shocks to education supply: how 200,000 U.S. households dealt with the sudden shift to distance learning.
Covid-19 shocks to education supply: how 200,000 U.S. households dealt with the sudden shift to distance learning.
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DOI：
10.1007/s11150-020-09540-9
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发表时间：
2021
影响因子：
5.1
通讯作者：
Starr M
中科院分区：
文献类型：
--
作者：
Bansak C;Starr M
新冠肺炎大流行对家庭生活造成的巨大冲击之一是K-12学校突然转向远程教育。周一到周五的日常学习、课外活动和晚上的家庭作业都消失了；学校争相推出替代教学系统，希望家长能介入，花大量时间帮助孩子们继续学习。这项研究使用美国人口普查局的家庭脉搏调查数据来调查远程学习的突然转变。该调查从2020年4月至7月每周进行一次，追踪了与新冠肺炎相关的对美国人口就业、健康、食品和住房安全以及教育的冲击。我们使用Pulse对20万个有K-12儿童的家庭的数据来研究学校系统如何转变，父母如何加强和花时间帮助孩子学习，父母的时间投入如何随着父母的教育而变化，以及教育变化如何与其他流行病冲击交叉，包括失业和粮食不安全。我们发现，当学校提供多样化的教育投入时，家长和孩子花在学习活动上的时间显著增加，尤其是与老师的现场接触时间；现场接触时间也有助于儿童自主学习。考虑到替代学校教育的类型，受教育程度较低的父母花在帮助孩子上的时间并不比受教育程度较高的父母少，尽管他们在电脑和互联网接入方面面临的问题明显更多。因此，父母通常试图帮助儿童在大流行期间继续学习，尽管他们可以提供的资源可能存在很大差异，以缓解学习能力下降。
Among the extraordinary shocks to household life caused by the Covid-19 pandemic was the sudden shift to distance learning in K-12 schools. Gone were Monday through Friday routines of school day, extracurricular activities, and evening homework; schools scrambled to launch alternative delivery systems, expecting parents to step in and spend significant amounts of time helping children continue to learn. This study examines the sudden shift to distance learning using data from U.S. Census Bureau’s Household Pulse Survey. Conducted weekly from April through July 2020, the survey tracked COVID-related shocks to employment, health, food and housing security, and education in the U.S. population. We use Pulse data on 200,000 households with K-12 children to examine how school systems shifted, how parents stepped up and spent time helping children learn, how parental time inputs varied with parent education, and how education changes intersected with other pandemic shocks, including job loss and food insecurity. We find that parents and children spent significantly more time in learning activities when their schools provided diversified educational inputs, especially live contact time with teachers; live contact hours also facilitated children learning on their own. Given the type of alternative schooling, less educated parents spent no less time helping children than better educated parents, although they faced significantly more problems with computer and internet access. Thus, parents generally tried to help children continue learning in the pandemic, albeit with potentially wide variation in the resources they could supply to mitigate the drop in learning.
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影响因子：
4.6
作者：
Hill, NE;Castellino, DR;Pettit, GS
通讯作者：
Pettit, GS
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影响因子：
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通讯作者：
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