Literaturnachweis - Detailanzeige
| Autor/inn/en | Wheater, Rebecca; Rose, Susan; Ager, Robert; Liht, Jose; Styles, Ben; Twist, Liz |
|---|---|
| Institution | Education Endowment Foundation (EEF) (United Kingdom); National Foundation for Educational Research (NFER) (United Kingdom) |
| Titel | Impact of COVID-19-Related School Closures in Key Stage 1 on Attainment and Social Skills of Pupils in Year 2 and Year 3 in Academic Year 2021/2022 |
| Quelle | (2022), (123 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | COVID-19; Pandemics; School Closing; Academic Achievement; Reading Achievement; Mathematics Achievement; Interpersonal Competence; Elementary School Students; Outcomes of Education; Foreign Countries; Achievement Gap; Economically Disadvantaged; United Kingdom (England) |
| Abstract | This is a longitudinal study that follows the youngest school-age children affected by the COVID-19 pandemic over time to understand the long-term impact of the partial school closure on pupils' attainment (reading and maths) and social skills, and on the gap between the attainment of disadvantaged and non-disadvantaged children. The research, conducted by the National Foundation for Education Research (NFER), builds on findings from a previous study (Rose et al. 2021) and tracks the same pupils who were in KS1 (Y1 & Y2) during the first partial school closure, for a two further years, once in 2021/22 when they were in Year 2 and Year 3 and will again in 2022/23 when they are in Year 3 and Year 4. This report covers the results from the first year of the two-year follow up. Attainment outcomes of pupils in Year 2 and Year 3 in spring 2022, measured by NFER assessments of reading and mathematics, are compared with attainment outcomes for a representative sample of pupils assessed in 2019 and 2017 for Year 2 and Year 3, respectively--before the COVID-19 pandemic. Additionally, the study utilises a repeated measures design such that the reading and mathematics outcomes from pupils in Year 2 and 3 were compared with their outcomes from the previous academic year, when the same pupils were assessed as part of the previous study whilst in Year 1 and Year 2 (Rose et al. 2021). In addition to measuring reading and mathematics attainment, the study also included a teacher measure of pupils' social skills for a sub-sample of twelve pupils within each year group in each school. Contextual information about school practices and any catch-up activities being undertaken with the pupils was also collected though a survey completed by 67 headteachers. [For the previous study, "Impact of School Closures and Subsequent Support Strategies on Attainment and Socio-Emotional Wellbeing in Key Stage 1. Research Report," see ED620409.] (As Provided). |
| Anmerkungen | Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
