Where Do You Think the Line Between the Educational System and the Family System Is Drawn

Abstruse

The COVID-xix crisis has forced didactics systems worldwide to observe alternatives to confront-to-face instruction. As a upshot, online teaching and learning have been used by teachers and students on an unprecedented scale. Since lockdowns – either massive or localised - may be needed once more 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-to-face instruction cannot take place. Since parents and teachers play a cardinal role in supporting students to develop these crucial attitudes, specially in the current situation, targeted policy interventions should be designed with the aim of reducing the burden on parents and help teachers and schools make the most of digital learning.

Central findings and recommendations:

The current COVID-19 crisis has obliged well-nigh educational activity systems to adopt alternatives to face-to-confront teaching and learning. Many education systems moved activities online, to allow education to continue despite school closures.
Considering 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 accept been a sub-optimal substitute for confront-to-face instruction, peculiarly so in the absence of universal admission to infrastructure (hardware and software) and lack of acceptable preparation among teachers and students for the unique demands that online teaching learning pose.
Developing strong attitudes towards learning tin can help students overcome some of the potential challenges posed by online learning such every bit, for example, remaining focused during online classes or maintaining sufficient motivation. They are also crucial in supporting students using information and communications applied science (ICT) finer and making the most of new technologies for learning. Positive attitudes towards learning, self-regulation and intrinsic motivation to learn play an important function in improving operation at schoolhouse in full general, but may be especially important should online learning continue.
Students' attitudes and dispositions are influenced to a great degree by the support they receive from families and teachers and past the role models they are exposed to. Dissimilar forms of support from families and teachers, including parental emotional support and teacher enthusiasm, are found to be important for the evolution of positive attitudes towards learning and can ensure that students larn 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 - specially during the COVID-19 crisis - because of a lack of time, insufficient digital skills or lack of curricular guidelines.
Teaching systems should aim to strengthen engagement betwixt schools and parents in order to improve information and guidance to parents on effective practices for supporting their children's learning. At the same time, teachers need support to incorporate engineering science finer into their education practices and methods and assistance students overcome some of the difficulties that are associated with this grade of learning surround. Supporting teachers' grooming about the use of digital resource for pedagogical practice and promoting teaching practices adapted to this context is key to ensure that ICT is leveraged finer.

As a response to the COVID-xix crisis, many countries effectually the world closed schools, colleges and universities to halt the spread of the virus. According to data from UNESCO, the peak in school closures was registered at the offset of April 2020, when effectually ane.6 billion learners were affected across 194 countries, accounting for more than xc% of full enrolled learners (UNESCO, 2020[ane]). The sudden closure of schools meant that pedagogy policy makers, schoolhouse principals and teachers had to discover alternatives to face-to-face up instruction in lodge to guarantee children's right to teaching. Many systems have adopted online teaching (and learning) on an unprecedented calibration, often in combination with widespread remote learning materials such equally tv set or radio. Until constructive vaccines or therapeutics for the novel Coronavirus become available, it is likely that schooling may continue to be 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 contain transmission of COVID-xix. For case, children coming in contact with infected individuals may be required to self-isolate and the lack of adequate spaces for them to attend classes or of qualified educators to be deployed in those circumstances will force certain schools to prefer blended models to guarantee social distancing. This has already been the example, for example, in Germany, where, just two weeks after re-opening, some schools were closed again over Coronavirus infections. Confronting this uncertain backdrop, information technology is therefore important to place which policies tin can maximise the effectiveness of online teaching and learning.

In spite of existence a desirable option compared to no schooling – which would accept caused major interruptions in student learning with possible long-lasting consequences for the afflicted cohorts (Burgess, 2020[2]; Hanushek and Woessmann, 2020[3]) - the sudden switch to using digital instruction may take led to sub-optimal results if compared to a business as usual in-presence instruction, as teachers, students and schools all had to unexpectedly arrange to a novel situation. This policy brief takes stock of some of the difficulties encountered by students, teachers and schools while adapting to online learning in order to understand how remote schooling can exist improved further, should online learning get necessary to forbid widespread transmission.

The get-go business organisation which has arisen is that online learning is only available to children that have access to a broadband connection at dwelling that is fast enough to support online learning. While network operators have mainly been successful to maintain services and efficiently utilise pre-existing capacity during phases of lockdown (OECD, 2020[4]), at that place are still geographical areas and population groups that are underserved, especially in rural and remote areas and among low-income groups. For case, in many OECD countries, fewer than half of rural households are located in areas where stock-still broadband at sufficient speeds is available. In addition, children need to have access to devices such as computers and the necessary software to participate in online learning activities, which is often a challenge for lower‑income households.

For those students that are connected, the second concern is that certain students have non been able to receive a sufficient number of hours of instruction. For example, in the United Kingdom, 71% of state schoolhouse children received no or less than one daily online lesson (Light-green, 2020[5]), while in Germany only vi% of students had online lessons on a daily basis and more than half had them less than once a week (Woessmann et al., 2020[vi]). Some economists take estimated that, as a issue of this, students in the United States will resume their schooling in the autumn of 2020 with roughly 70% of the learning gains relative to a typical school year on average and that the learning gains might exist fifty-fifty smaller in mathematics, amounting to just 50% (Kuhfeld and Tarasawa, 2020[7]). It is therefore important for teaching policy-makers to understand which factors have prevented certain children from receiving sufficient education – among them, in addition to the lack of infrastructure, the absence of acceptable preparation in schools and amidst teachers, as well as, in some cases, the lack of curriculum guidelines. These elements have too determined a bang-up variation, across schools and countries, in the quality of online learning, raising the concern that disparities in educational outcomes beyond socioeconomic groups may be reinforced in the absence of cosmetic measures. For instance, in the United States, over ane‑tertiary of students have been completely excluded from online learning, peculiarly in schools with big shares of low-income students, while elite private schools experienced almost full omnipresence (The Economist, 2020[viii]; Khazan, 2020[9]). Similarly, prove from England (United Kingdom) suggests that children from better-off families spent xxx% 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 individualised resources (such as online tutoring or chats with teachers) (IFS, 2020[ten]) .

Further concerns chronicle to the fact that the effectiveness of online learning might have been hindered, in some cases, by the lack of basic digital skills among certain students and teachers, making them unprepared to adapt to the new situation so abruptly (OECD, 2020[11]). For example, descriptive bear witness based on PISA 2018 shows that in that location were major differences across countries and socio-economic groups in the employ of applied science for schoolwork before the pandemic among 15-year-olds, raising the concern that students who were less experienced might be those suffering the most from the shock caused by online learning.

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

Figure ane indicates that, in almost all countries, students from low socio-economic backgrounds fabricated less frequent use of digital technologies compared to their peers from high socio-economic backgrounds earlier the pandemic in 2018. Disparities were particularly hit in Commonwealth of australia, United mexican states, South Korea and the United States. Similar differences are observed between students from public and private schools, with the latter making more than frequent use of digital technologies for schoolwork (OECD, Forthcoming[12]).

In addition, some teachers might also have struggled to adapt to online didactics and 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 manner (see Box one).

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

While in recent years governments of many countries have been investing increasing resources to raise the availability of digital devices across schools and households, some academic literature has tried to establish the mechanisms through which the apply of digital devices affects students' learning. What has emerged is that simply providing access or using digital technologies does not automatically atomic number 82 to better academic results (Escueta et al., 2017[14]). For instance, Angrist and Lavy (2002[15]) assessed the bear upon of State of israel'due south Tomorrow-98 programme, which was launched in the mid-90s to provide schools with computers and teachers with training for computer-aided educational activity. They document a negative relationship betwixt the programme-induced utilise 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 affect on pupil accomplishment in linguistic communication, arithmetic and information processing (Leuven et al., 2007[16]). Other studies have found negligible effects of ICT utilize. In 2008, a large scale experiment was launched in Italian republic to provide 156 classes with big grants to buy ICT: despite its huge toll – in the order of EUR 1 500 per student – the Cl@ssi2.0 programme was institute to have only a negligible upshot on student achievements (Checchi, Rettore and Girardi, 2015[17]). Similarly, a field experiment involving the provision of costless computers to low-income schoolchildren for home use in the US land of California did not improve educational outcomes (Fairlie and Robinson, 2013[18]). Such negative or negligible effects have been mainly attributed to uses of ICT that substitute for more effective traditional pedagogy (Bulman and Fairlie, 2016[xix]): for example, a study suggests that classroom computers are beneficial to students' achievements when used to look upwards information but detrimental when used to do 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, eastward.chiliad. extending report time and enhancing student motivation (Fleischer, 2012[21]; Peterson et al., 2018[22])

Based on this knowledge, efforts should be made by governments and school principals to support teachers in incorporating online tools effectively into their teaching practices, e.g. past fostering teachers' pedagogies aimed at providing students with guidance and motivation towards active learning (Peterson et al., 2018[22]). Pedagogical practices should also ensure that the use of digital technologies and online tools corresponds to learners' needs, prior competencies and digital literacy and teachers should act equally mentors to guide students and help them remain focused on the learning elements of tasks (OECD, 2019[23]).

However, constructive pedagogical practices and ease with digital tools are necessary just not sufficient conditions to ensure the effectiveness of online educational activity and learning. Students' attitudes towards learning are strong drivers of their academic achievements in regular times. Indeed, these may be crucial in sustaining students' motivation and active learning in times of home schooling. The following department of this brief focuses on how the development of positive attitudes towards learning tin can promote effective skills development in a digital environment. It also identifies how positive learning attitudes tin be best promoted by parental emotional support and instructor enthusiasm.

Positive learning attitudes tin can amend performance at schoolhouse and help students keep their motivation when schools are closed

Recently, there has been increasing attention devoted to sustaining the development of different non-cognitive skills among students – e.g. personality traits, goals and motivation – since they have been constitute to have directly positive furnishings on several socio-economic outcomes, including wages, schooling and performance in achievement tests. Evidence 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' appetite to learn and understand as much as possible (ambitious learning goals);
the relevance students aspect to school for their future working careers (value of school);
the sense of belonging to the school customs (sense of belonging);
students' commitment to piece of work hard and to improve performance (motivation to master tasks);
students' ability to overcome difficulties on their ain (self-efficacy);
the satisfaction students get from learning and reading (enjoyment of reading).

Evidence from the OECD Skills Outlook 2021 (OECD, Forthcoming[12]) shows that all the to a higher place-mentioned attitudes are specially important for students' success1 in that they are positively associated to their performance in reading, mathematics and science. While many of these attitudes are developed at early on stages of one'south learning path, they are very likely to be carried over in adulthood, making individuals more resilient to changing societies and more than tending to life-long learning (OECD, Forthcoming[12]; Tuckett and Field, 2016[25]). Learning attitudes are not simply innate and their evolution is highly influenced by schooling, parental care and investments, with high hazard of major inequalities across socio-economical groups. Data show, for instance, that in a vast bulk of OECD countries, socio-economically advantaged students are significantly more likely to have ambitious learning goals as compared to disadvantaged students (Figure 2). This somewhen affects likewise their proficiency and academic performance.

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

While positive attitudes towards learning are important 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 stiff learning attitudes, for example, is fundamental if pupils are to remain focused and motivated in hard learning environments and could therefore be key to address the main difficulties that students may come across over again in the most future, if a second moving ridge of school closures were to materialise before the health crunch has been fully addressed.

Figure 3 provides indication of the importance of attitudes for learning when this learning is mediated by digital technologies by comparing the clan between a very frequent use of ICT for schoolwork and students' performance in reading amongst students who are, respectively, in the summit and bottom quartiles of each learning attitude. Results show that, amid students who make a very frequent apply of ICT for schoolwork, those with stronger attitudes towards learning achieve significantly higher proficiency levels than their peers with less positive attitudes.ii Further analyses shows that, while positive attitudes tend to benign to students' educational achievements in general, this positive association is even stronger when restricting the sample to loftier ICT users, suggesting that learning attitudes tin exist primal to incorporate technologies and online tools effectively into learning. When giving closer consideration to the role of different learning attitudes, data show that students' dispositions to develop ambitious learning goals and to attribute high value to schoolhouse may be especially important for maximining the effect of online learning. For instance, in Ireland, among students making an all-encompassing use of ICT for schoolwork, those with potent ambitious learning goals score 32 points more in reading tests compared to their peers lacking ambitious goals.3

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 efficiently digital technologies and online tools into the learning process.

Families and teachers: Tin they provide effective back up 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 function played by both teacher practices and parental emotional support as of import drivers of the development of attitudes. Different forms of support tin can be incentivised and shaped by effective policy intervention, generally, but even more and so in the boggling circumstances related to the COVID-19 pandemic. Therefore, it is important to sympathise which are the almost suitable forms of support that teachers and families can embrace to sustain the digital learning process of children.

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

Figure iv shows that students brandish more positive attitudes and dispositions towards learning when they benefit from more parental emotional support.4 Parental emotional back up matters for most attitudes and displays a strong association with students' self-efficacy. More specifically, the forms of emotional support that are found 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 pedagogy environments where teachers are able to convey enthusiasm towards the content of their instruction support the development of positive learning attitudes in students, in detail aggressive 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 aid instill in their students positive subject-related affective experiences and a sense of the personal importance of the subject (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 give an indication of the benefits brought about by parental and teachers' support to students' bookish achievements, Effigy v focusing on students making intensive utilise of ICT outside of school for schoolwork, compares functioning in reading betwixt those who written report to have received, respectively, very high and very low levels of support5 – both from families and from teachers. This evidence, based on PISA 2018, shows that several forms of back up tin can be particularly effective in enhancing student learning. For case, amongst loftier ICT users, pupils who receive very loftier emotional back up from parents or whose teachers are more than predisposed to support them and stimulate their reading tend to perform significantly amend in all subjects assessed in PISA. Parental emotional support is peculiarly effective: for instance, in the Slovak Republic, students who use ICT very often and who receive very high back up from families score on average 23 points more than than their peers with less support from families. Receiving stiff emotional support from parents is similarly effective in some other 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 office during home schooling such equally ensuring that their children follow the curriculum and supporting their children emotionally to sustain their motivation and ambitious goals in a state of affairs where they might easily be discouraged from learning apart, too due to the lack of peer furnishings. Parental interest during this phase could significantly help students to address the primary challenges posed past online learning, spurring their active and democratic learning. However, many obstacles may hinder an effective engagement by parents: for instance, they might struggle to engage in their children'southward schoolwork while combining their task obligations or other family unit obligations - a claiming that may exist especially astute for single parents. Parents might as well feel uncapable of supporting them due to lack of digital skills, familiarity with the content of their children'due south schoolwork or negative attitudes towards the material. For example, differences in educational levels of parents might requite rising to further inequalities in educational attainments and this should therefore be of great business organization for policy-makers. A recent report 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[30]). Parents with low education might also hold negative attitudes towards learning themselves, thus underestimating the importance of their support for their children'due south skill evolution and, as result, assistance them less than highly educated parents. Another concern is that gender differences in math attitudes and achievements can exist worsened during dwelling house 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 be especially sensitive to internalising mathematics feet when exposed to information technology from female adult figures (Beilock et al., 2010[34]). It is therefore crucial for governments and schools to take immediate actions in order to tackle these issues and foster parental involvement.

Together with families, teachers play a fundamental role in helping students to make a more benign utilise of digital learning. In particular, the near effective practices chronicle to how teachers stimulate reading in students (eastward.g. the teacher poses questions that motivate students to participate actively or shows students how the information in texts builds on what they already know) too equally more general teacher support (east.g. when the teacher shows involvement in every student's learning, continues pedagogy until all the students understand and provides extra-assistance when students need information technology) and directed-instruction (eastward.g. the teacher sets articulate goals for students' learning, asks questions to bank check whether students empathize the material, presents summary of previous classes at the commencement of each lesson). Similarly to parental emotional back up, these teacher practices can significantly improve students' performance at school and might be particularly 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 Commonwealth of australia, among students that rely extensively on ICT for schoolwork, those whose teachers are more than able to stimulate their reading score on average 17 points more than than their peers with lower support from teachers. Like results are observed for some other countries, such as Australia and Switzerland.

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

Policies to back up 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 simply even more than and so during school closures. It is therefore important for governments to facilitate their constructive date. Finding constructive 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 address. About OECD countries have already put in place interventions in this direction by extending, for instance, family leave opportunities. In Slovenia working parents who are unable to reconcile work and family unit obligations are entitled to up to three-months paid leave, paid at 80% of their earnings by the regime. Similarly, in Germany parents with children under 12 years of age are entitled to six weeks paid leave, paid at 67% of earnings upwardly to a ceiling of EUR 2 016 per month. In the United States, according to the Families Outset Coronavirus Response Act, parents with children under eighteen years of historic period whose school has airtight are entitled to up to 12 weeks paid family get out, paid at two-thirds of earnings, up to a limit of USD 200 per twenty-four hour period and USD 12 000 over the duration. Other countries accept put in place similar provisions – e.g. Canada, France, Italy, Switzerland, the United Kingdom, etc. - and will go along them whilst schools remain airtight. 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 back up their children'south learning can also amend educational outcomes, both during a lockdown and in normal times. For example, Wide Open School, a spider web platform created in the United States, offers resources for educators and families for students from preschool to upper secondary education. Part of these resources aim to develop disciplinary technical skills as well equally inventiveness, critical thinking or social-emotional skills, while other resources support families, e.yard. by helping lower income families go devices and amend broadband or by providing them with guidance about social-emotional wellbeing. Beyond offering access to curated resources, the platform also suggests a daily schedule to help students and families take a good balance of activities (Vincent-Lancrin, 2020[35]).

Didactics systems can also aim to strengthen school-parent appointment in order to provide advisable data and guidance to parents on effective practices for supporting their children's learning. An case from Latvia is the Educational Telly Channel Tava Klase, which delivers high-quality educational fabric 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 testify that there is a strong positive clan between the clarity of communications between schools and parents, and parents' confidence that their children would accomplish their learning goals (Burns, 2020[37]).

Teachers also need support to rapidly adapt their teaching practices to distance learning, whether regular or ad hoc. In this respect, French republic has mobilised its network of local digital educational activity advisers to back up the transition from face-to-face to afar learning. The network of digital education advisers has supported both teachers and schoolhouse principals - by providing them with online grooming about the availability and apply of digital resource for pedagogical practice and by promoting teaching practices adapted 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 high-quality online classes past also providing abode schooling broadcast on boob tube or social networks. As an example, in the United Kingdom, the BBC has started to collaborate with teachers and educational experts and provides daily lessons to pupils in twelvemonth 1 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 close schools, colleges and universities to halt the spread of the virus. Due to the long-lasting negative consequences that school closures would take on skill accumulation, many education systems moved rapidly online on an unprecedented scale. Since lockdowns may exist introduced over again in the future until effective vaccines or therapeutics become bachelor, it is of utmost importance for governments to reflect on the main difficulties that students, parents, teachers and school principals have encountered in adapting to this phase of massive online learning and intervene to better harness the potential of online learning. For example, they should first expand infrastructure, ensuring that nobody is excluded from online lessons, and support students and teachers to apply 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 as ambition or motivation, are of import drivers of their educational achievements and can help ensure that online learning is as constructive every bit possible. In improver, this brief showed that families and teachers play a crucial role in guiding children through the challenges of home learning: parents tin can provide emotional and learning support to their children, while teachers tin can act every bit mentors, encouraging active learning and motivation and checking that nobody falls behind. Such interventions can considerably contribute to making online learning more effective. Given the crucial function that families and teachers play in the context of schoolhouse closures, governments tin can spur their effective date by, for example, expanding family leave opportunities and by strengthening schoolhouse-parents communication.

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

[8] The Economist (2020), Closing schools for covid-19 does lifelong impairment and widens inequality.

[25] Tuckett, A. and J. Field (2016), Factors and motivations affecting attitudes towards and propensity to learn through the life course, Government Part 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 form), OECD Publishing, Paris.

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

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

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

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

Notes

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

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

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

← 4. Parental emotional support is an index synthetic in PISA grouping the post-obit forms of support embraced past parents: parents support their children'southward educational efforts and achievements, they support their children when they are facing difficulties and they encourage them to exist 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 teacher practices, constructed in PISA. More specifically, students receiving depression/high support are those in the bottom/top quartile of the corresponding 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/

Where Do You Think the Line Between the Educational System and the Family System Is Drawn

Abstruse

Positive learning attitudes tin can amend performance at schoolhouse and help students keep their motivation when schools are closed

Families and teachers: Tin they provide effective back up to digital learning?

Policies to back up families and teachers

Conclusions

References

Notes

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