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      Zusammenhänge zwischen sozialer Herkunft, Unterrichtsform und Learning Outcomes während der Pandemie Translated title: Associations between students’ social background, mode of instruction and learning outcomes during the pandemic

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          Abstract

          Die COVID-19 Pandemie hat zu flächendeckenden Schulschließungen geführt, was mit massiven Veränderungen in den Lehr- und Lernprozessen sowie den Lernergebnissen der Schüler*innen verbunden war. Während erste Leistungsstudien Lerneinbußen aufgrund der Schulschließungen im Frühjahr 2020 untersuchen, liegen bisher kaum Befunde vor, die Hinweise auf zentrale Prädiktoren für die Entwicklung von Schüler*innenoutcomes (Belastungserleben, Lernzuwachs und Lernzeit) während späterer Schulschließungen liefern. Die vorliegende Studie nähert sich dieser Frage an, indem Schüler*innenoutcomes vor und während der Schulschließungen durch die Herkunft (Akademikerhaushalt, zuhause gesprochene Sprache) und die Unterrichtsform (offen vs. traditionell) vorhergesagt werden. Die vorgestellten Mehrebenen-Regressionsmodelle werden durch Theorien zur Entstehung von Bildungsungleichheit und Konzepten offenen Unterrichts motiviert. Die Ergebnisse der Mehrebenenmodelle ( N = 1566 Schüler*innen der Sekundarstufe II) zeigen, dass das Belastungserleben der Schüler*innen während der Schulschließungen für Kinder ohne deutsche Muttersprache höher war als bei Kindern mit deutscher Muttersprache. Hinsichtlich der retrospektiven Angaben zum selbsteingeschätzten Lernzuwachs und der Lernzeit bestehen dagegen keine (über die Unterschiede in den Eingangswerten vor COVID hinausgehende) Zusammenhänge mit der Herkunft. Bezüglich der Beziehung offener Unterrichtsformen und der retrospektiv eingeschätzten Schüler*innenoutcomes zeigt sich, dass Schüler*innen aus traditionell unterrichteten Klassen während der Schulschließungen eine statistisch signifikant höhere Lernzeit angeben als Schüler*innen, die offen unterrichtet wurden. Offen unterrichtete Schüler*innen schätzen allerdings trotz geringerer Lernzeit ihren Lernzuwachs nicht geringer ein als traditionell unterrichtete Schüler*innen.

          Translated abstract

          The COVID-19 pandemic has led to widespread school closures, which have been associated with massive changes in teaching and learning and student learning outcomes. While initial performance studies have examined learning losses due to the school closures, there are few findings to date that provide evidence on key predictors of the development of other student outcomes (stress experience, learning gain, learning time) during the school closures. This study approaches these questions by retrospectively predicting student self-assessments in these student outcomes for the periods before and during school closures by social background (academic household, language spoken at home) and instructional design (open vs. traditional). The multilevel regression models presented are motivated by theories of educational inequality and concepts of open instruction. In addition, the hypotheses tested are based on recent survey studies on COVID-19 and school. Results calculated on the basis of data from N = 1566 upper secondary school students show higher values in the retrospectively assessed stress experience of students without German as their native language than for children with German as their native language during school closures. With regard to the retrospectively self-assessed learning gain and learning time, however, there are no correlations with social background (beyond the differences in the baseline values before COVID). With respect to the relations between open instruction and student outcomes, it appears that students from traditional instruction report statistically significant higher learning time during school closures than students in open instruction. Students in open instruction, however, do not rate their learning gain to be lower than traditionally taught students despite less learning time.

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          The psychological impact of quarantine and how to reduce it: rapid review of the evidence

          Summary The December, 2019 coronavirus disease outbreak has seen many countries ask people who have potentially come into contact with the infection to isolate themselves at home or in a dedicated quarantine facility. Decisions on how to apply quarantine should be based on the best available evidence. We did a Review of the psychological impact of quarantine using three electronic databases. Of 3166 papers found, 24 are included in this Review. Most reviewed studies reported negative psychological effects including post-traumatic stress symptoms, confusion, and anger. Stressors included longer quarantine duration, infection fears, frustration, boredom, inadequate supplies, inadequate information, financial loss, and stigma. Some researchers have suggested long-lasting effects. In situations where quarantine is deemed necessary, officials should quarantine individuals for no longer than required, provide clear rationale for quarantine and information about protocols, and ensure sufficient supplies are provided. Appeals to altruism by reminding the public about the benefits of quarantine to wider society can be favourable.
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            Moderation in Management Research: What, Why, When, and How

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              COVID-19 and digital inequalities: Reciprocal impacts and mitigation strategies

              With more than three billion people in isolation, the status of digital spaces is switching from an amenity to a necessity, as they become not only the main way to access information and services, but also one of the only remaining vectors for economic, educational, and leisure activities as well as for social interactions to take place. However, not all are equals in terms of access to networks or connected devices, or when it comes to the skills required to navigate computerized spaces optimally. Digital inequalities were already existing, yet the COVID-19 crisis is exacerbating them dramatically. On the one hand, the crisis will worsen digital inequalities within the population. On the other hand, digital inequalities represent a major risk factor of vulnerability for exposure to the virus itself, and for the non-sanitary consequences of the crisis. Therefore, this paper aims at exploring the reciprocal impacts of the COVID-19 crisis and digital inequalities, and to propose operative solutions to help fight the nefarious consequences of the crisis. We first describe how digital inequalities are a determinant of health. We then investigate how COVID-19 can potentiate digital inequalities, and how digital inequalities potentiate vulnerability to COVID-19. Finally, in order to contribute to the mitigation of this crisis, we propose a set of multi-layered strategies focusing on actionability that can be implemented at multiple structural levels, ranging from governmental to corporate and community levels.
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                Author and article information

                Contributors
                christoph.helm@jku.at
                Journal
                Z f Bildungsforsch
                Zeitschrift für Bildungsforschung
                Springer Fachmedien Wiesbaden (Wiesbaden )
                2190-6890
                2190-6904
                24 August 2022
                24 August 2022
                : 1-22
                Affiliations
                GRID grid.9970.7, ISNI 0000 0001 1941 5140, Linz School of Education, Abteilung für Bildungsforschung, , Johannes Kepler Universität Linz, ; Altenberger Straße 69, 4040 Linz, Oberösterreich Österreich
                Author information
                http://orcid.org/0000-0001-7495-2360
                http://orcid.org/0000-0002-3089-3685
                http://orcid.org/0000-0001-5854-4500
                Article
                355
                10.1007/s35834-022-00355-5
                9400575
                0fb069d4-4254-4805-8ed0-0f7af75e11da
                © The Author(s) 2022

                Open Access Dieser Artikel wird unter der Creative Commons Namensnennung 4.0 International Lizenz veröffentlicht, welche die Nutzung, Vervielfältigung, Bearbeitung, Verbreitung und Wiedergabe in jeglichem Medium und Format erlaubt, sofern Sie den/die ursprünglichen Autor(en) und die Quelle ordnungsgemäß nennen, einen Link zur Creative Commons Lizenz beifügen und angeben, ob Änderungen vorgenommen wurden.

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                History
                : 22 November 2021
                : 25 July 2022
                : 29 July 2022
                Funding
                Funded by: Johannes Kepler University Linz
                Categories
                Empirischer Originalbeitrag

                covid-19,bildungsungleichheit,lernzeit,lernzuwachs,belastungserleben,educational inequality,perceived stress,study progress,study time

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