How Socio-Economics Plays into Students Learning on Their Own: Clues to COVID-19 Learning Losses. PISA in Focus. No. 114

Autor/inn/en	Ikeda, Miyako; Echazarra, Alfonso
Institution	Organisation for Economic Cooperation and Development (OECD) (France)
Titel	How Socio-Economics Plays into Students Learning on Their Own: Clues to COVID-19 Learning Losses. PISA in Focus. No. 114
Quelle	(2021), (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2226-0919
Schlagwörter	Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Socioeconomic Influences; Socioeconomic Background; COVID-19; Pandemics; Advantaged; Disadvantaged; Self Efficacy; Coping; Resilience (Psychology); Goal Orientation; Mastery Learning; Learning Readiness; Student Motivation; Parent Role; Social Support Groups; Performance Factors; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Sozioökonomischer Faktor; Sozioökonomische Lage; Self-efficacy; Selbstwirksamkeit; Bewältigung; Zielorientierung; Zielvorstellung; Lernbereitschaft; Schulische Motivation; Parental role; Elternrolle; Social support; Soziale Unterstützung; Leistungsindikator
Abstract	Most students have the beliefs and dispositions to help them cope and learn in challenging situations. The current pandemic has been ongoing since early 2020. This has affected ways in which teaching and learning are organised. Schools have had to provide education in different ways from the past. A special survey conducted as a collaborative effort between the OECD, UNESCO, UNICEF and the World Bank showed that upper-secondary schools were fully closed for over 65 days in 2020 on average across OECD countries with available data. The special survey also showed that where school closures were needed many countries made major efforts to mitigate their impact on students, focusing especially on vulnerable students by providing remedial measures to reduce students' learning gaps. Despite these efforts, recently released studies have shown that learning loss during the pandemic was most pronounced among socio-economically disadvantaged students and schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01