Parenting in the time of COVID-19: Insights and lessons from parents of international school children

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in International Education Pub Date : 2022-11-11 DOI:10.1177/14752409221137694
Kathleen Doll, G. Calnin, Moira Ragan, Sarah Mason, Kevin House
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Abstract

The closure of school buildings due to COVID-19 and the resulting rapid transition to online education dramatically altered the lives of educators, students and parents. While previous literature demonstrates the vital role of parents in effective online education (Hattie, 2020; Liu et al, 2010), pre-pandemic literature focuses on parents and students who have opted in to online education. As such, the outbreak of COVID-19 has presented new challenges for understanding the relationship between parents and their child/ren's online learning. Since the start of the pandemic, studies have emerged exploring parental experience adjusting to their child/ren's online remote learning (Bhamani et al, 2020; Brom et al, 2020; Dong et al, 2020; Garbe et al, 2020; Lee et al, 2021). However, less is known about the online learning experiences during COVID-19 of families with children enrolled within international schools. Accordingly, the present study draws upon insights from 44 parents of children attending international schools who took part in 22 focus groups, across three countries and in three languages. The study investigates the parental experience with online education and unpacks four themes that emerged from the data: challenges faced by parents, parental perception of their child/ren’s wellbeing, impressions of the learning quality and parental suggestions for consideration by school leadership. With these findings, school leaders have a unique opportunity to leverage lessons learned and support parental growth so that families, educators and students may all contribute to the promise of a brighter educational future.
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2019冠状病毒病时期的育儿:来自国际学校儿童家长的见解和教训
新冠肺炎导致校舍关闭,并由此迅速过渡到在线教育,极大地改变了教育工作者、学生和家长的生活。虽然之前的文献证明了家长在有效的在线教育中的重要作用(Hattie,2020;刘等人,2010),但疫情前的文献关注的是选择在线教育的家长和学生。因此,新冠肺炎的爆发为理解父母与子女在线学习之间的关系提出了新的挑战。自疫情开始以来,已有研究探索父母适应孩子在线远程学习的体验(Bhamani等人,2020;Brom等人,2020年;Dong等人,2020,Garbe等人,2020。Lee等人,2021)。然而,人们对新冠肺炎期间有孩子在国际学校就读的家庭的在线学习体验知之甚少。因此,本研究借鉴了44名就读国际学校的儿童家长的见解,他们参加了三个国家和三种语言的22个重点小组。这项研究调查了家长对在线教育的体验,并揭示了数据中出现的四个主题:家长面临的挑战、家长对孩子/人健康的看法、对学习质量的印象以及家长建议,供学校领导考虑。有了这些发现,学校领导有了一个独特的机会,可以利用经验教训,支持父母的成长,这样家庭、教育工作者和学生都可以为更光明的教育未来做出贡献。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Research in International Education
Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
14.30%
发文量
11
期刊介绍: The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.
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