'Homeschooling' and the COVID-19 Crisis: The Insights of Parents on Curriculum and Remote Learning

Autor/in	Fontenelle-Tereshchuk, Daniela
Titel	'Homeschooling' and the COVID-19 Crisis: The Insights of Parents on Curriculum and Remote Learning
Quelle	In: Interchange: A Quarterly Review of Education, 52 (2021) 2, S.167-191 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fontenelle-Tereshchuk, Daniela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-4805
DOI	10.1007/s10780-021-09420-w
Schlagwörter	Home Schooling; Parents as Teachers; Parent Attitudes; Parent School Relationship; Curriculum Implementation; Stress Variables; School Closing; Electronic Learning; Distance Education; COVID-19; Pandemics; Independent Study; Elementary School Students; Young Children; Foreign Countries; Canada (Calgary) + Suchen Sie Ihr Suchwort? Homeschooling; Home instruction; ; Hausunterricht; Heimschule; Elternverhalten; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Selbststudium; Frühe Kindheit; Ausland
Abstract	The COVID-19 crisis forced schools to temporarily close from March 2020 to June 2020, producing unpredictable changes in instructional contexts and patterns. A new concept of 'homeschooling' emerged which required parents to support the implementation of the curriculum through remote learning. This article is based on a case study focusing on the perceptions of experiences of ten parents of Elementary school children during the school lockdown in Alberta, Canada. Parents argue that the schools' demands on them were unreasonable. These added to the stress of the quarantine and professional losses, and to the burden of working full-time, fulfilling household responsibilities, and having children rely mostly on parents to deliver an often brief, 'shallow' weekly lesson plan that lacked clear expectations and reliable assessment pieces. Parents also strongly cast doubts on the popular reliability of online education by suggesting the unsuitability of online tools to promote independent learning among young children. The study may provide valuable contributions to further inform how to better support learning from home during this ongoing pandemic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01