Have a personal or library account? Click to login
Remote home-based education as a new phenomenon in the time of the covid-19 pandemic – the experience of Czech families Cover

Remote home-based education as a new phenomenon in the time of the covid-19 pandemic – the experience of Czech families

Open Access
|Jul 2021

References

  1. Andrew, A., Cattan, S., Costa Dias, M., Farquharson, C., Kraftman, L., Krutikova, S., Sevilla, A. (2020). Inequalities in Children’s Experiences of Home Learning during the COVID-19 Lockdown in England. Fiscal Studies, 41(3), 653-683.10.1111/1475-5890.12240
  2. Bansak, C., & Starr, M. (2021). Covid-19 shocks to education supply: how 200,000 US households dealt with the sudden shift to distance learning. Review of Economics of the Household, 19(1), 63-90.10.1007/s11150-020-09540-9
  3. Barhoumi, M. and Blouet, L., Charpentier, A., Cristofoli, S., Fréchou, H., Hubert, T., Iasoni,E., Lermite, A., Michaudon, H., Moyère, R., Odin-Steiner, D., Raffaëlli, Ch., Solnon, A., Stefanou, A., Touahir, M., Traore, B., Wuillamier, P. (2020). Health crisis of 2020 and pedagogical continuity: the students have learned satisfactorily, DEPP-B.
  4. Bartik, A. W., Cullen, Z. B., Glaeser, E. L., Luca, M., & Stanton, C. T. (2020). What jobs are being done at home during the COVID-19 crisis? Evidence from firm-level surveys (No. w27422). National Bureau of Economic Research.10.3386/w27422
  5. Beláňová, A., Machovcová, K., Kostelecká, Y., & McCabe, M. (2018). Justifying homeschooling in Czech Republic: How “good parents” and their children use time. Childhood, 25(4), 530-543.10.1177/0907568218793517
  6. Beláňová, A., Kostelecká, Y., Machovcová, K., & McCabe, M. (2020). ‘Twofold otherness’: on religion, spirituality, and home schooling in the Czech Republic. Journal of Beliefs & Values, 41(4), 406-418.10.1080/13617672.2020.1762384
  7. Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi.
  8. Brom, C., Lukavský, J., Greger, D., Hannemann, T., Straková, J., & Švaříček, R. (2020). Mandatory home education during the COVID-19 lockdown in the Czech Republic: A rapid survey of 1st – 9th graders‘ parents. Frontiers in Education, 5, 103.10.3389/feduc.2020.00103
  9. Brooks, S. K., Smith, L. E., Webster, R. K., Weston, D., Woodland, L., Hall, I., & Rubin, G. J. (2020). The impact of unplanned school closure on children’s social contact: rapid evidence review. Eurosurveillance, 25(13), 2000188.10.2807/1560-7917.ES.2020.25.13.2000188
  10. Cabus, S. J., & Ariës, R. J. (2017). What do parents teach their children? – The effects of parental involvement on student performance in Dutch compulsory education. Educational review, 69(3), 285-302.10.1080/00131911.2016.1208148
  11. Cavanaugh, C., Gillan, K. J., Kromrey, J., Hess, M., & Blomeyer, R. (2004). The effects of distance education on k-12 student outcomes: A meta-analysis. Learning Point Associates/North Central Regional Educational Laboratory (NCREL).
  12. Cooper, H., Nye, B., Charlton, K., Lindsay, J., & Greathouse, S. (1996). The effects of summer vacation on achievement test scores: A narrative and meta-analytic review. Review of educational research, 66(3), 227-268.10.3102/00346543066003227
  13. ČŠI (2020). Zkušenosti žáků a učitelů ZŠ s distanční výukou ve 2. pololetí 2019/2020. Tematická zpráva. Praha: Česká školní inspekce.
  14. ČŠI. (2021). Distanční vzdělávání v základních a středních školách Přístupy, posuny a zkušenosti škol rok od nástupu pandemie nemoci covid-19. Tematická zpráva. Praha: Česká školní inspekce.
  15. Dvořák, D. (2011). Pedagogické vedení školy: hledání zdrojů a obsahu pojmu. Orbis Scholae. 5(3):9-25.
  16. Engzell, P., Frey, A., & Verhagen, M. D. (2020, October 29). Learning inequality during the COVID-19 pandemic. https://doi.org/10.31235/osf.io/ve4z7.10.31235/osf.io/ve4z7
  17. Fehrmann, P. G., Keith, T. Z., & Reimers, T. M. (1987). Home influence on school learning: Direct and indirect effects of parental involvement on high school grades. The Journal of Educational Research, 80(6), 330-337.10.1080/00220671.1987.10885778
  18. Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine.
  19. Gouëdard, P., B. Pont and R. Viennet (2020). Education responses to COVID-19: Implementing a way forward. OECD Education Working Papers, No. 224, OECD Publishing, Paris.
  20. Gould, E. D., Simhon, A., & Weinberg, B. A. (2020). Does parental quality matter? Evidence on the transmission of human capital using variation in parental influence from death, divorce, and family size. Journal of Labor Economics, 38(2), 569-610.10.1086/705904
  21. Hána, D., & Kostelecká, Y. (2020). A comparison of home education legislation in Europe from the perspective of geography of education. Research Papers in Education, 1-30.10.1080/02671522.2020.1864762
  22. Holloway, D., Green, L., & Livingstone, S. (2013). Zero to eight: Young children and their Internet use. London, England: EU Kids Online. http://eprints.lse.ac.uk/52630.
  23. Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. sage.
  24. Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban education, 40(3), 237-269.10.1177/0042085905274540
  25. Kašparová, I. (2021). Homeschooling as a Barometer of State Power and Control in the Czech Republic. In Global Perspectives on Home Education in the 21st Century (pp. 250-266). IGI Global.10.4018/978-1-7998-6681-7.ch016
  26. Kostelecká, Y., Kostelecký, T., Beláňová, A., & Machovcová, K. (2021). Home-Education in Czechia: Twenty Years of Experience. In Global Perspectives on Home Education in the 21st Century (pp. 139-158). IGI Global.10.4018/978-1-7998-6681-7.ch011
  27. Kostelecká, Y. (2017). Home education experience in selected post-communist countries. The Wiley handbook of home education, 422-445.10.1002/9781118926895.ch17
  28. Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the potential impact of COVID-19 school closures on academic achievement. Educational Researcher, 49(8), 549-565.10.3102/0013189X20965918
  29. Lee, S. J., Ward, K. P., Chang, O. D., & Downing, K. M. (2021). Parenting activities and the transition to home-based education during the COVID-19 pandemic. Children and Youth Services Review, 122, 105585.10.1016/j.childyouth.2020.105585
  30. Machovcová, K., Beláňová, A., Kostelecká, Y., & Mccabe, M. (2021). Homeschooling mothers: Precarious by choice?. Human Affairs, 31(1), 73-88.10.1515/humaff-2021-0007
  31. Martin-Chang, S., Gould, O. N., & Meuse, R. E. (2011). The impact of schooling on academic achievement: Evidence from homeschooled and traditionally schooled students. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 43(3), 195.10.1037/a0022697
  32. MŠMT (2020) Metodické doporučení pro vzdělávání distančním způsobem. Praha.
  33. OECD (2020), TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals, TALIS, OECD Publishing, Paris.
  34. PAQ (2020). Distanční výuka na jaře a na podzim. Výsledky reprezentativního kvantitativního výzkumu 2020. PAQ Research.
  35. Parczewska, T. (2020). Difficult situations and ways of coping with them in the experiences of parents homeschooling their children during the COVID-19 pandemic in Poland. International Journal of Primary, Elementary and Early Years Education, 3-13, 1-12.
  36. Peek, L., & Richardson, K. (2010). In their own words: Displaced children’s educational recovery needs after Hurricane Katrina. Disaster Medicine and Public Health Preparedness, 4(S1), S63-S70.10.1001/dmp.2010.10060910
  37. Ray, B. (2010). Academic achievement and demographic traits of homeschool students: A nationwide study. Academic Leadership: The Online Journal, 8(1), 7.10.58809/QPJR6206
  38. Reimer, D., Smith, E., Andersen, I. G., & Sortkær, B. (2021). What happens when schools shut down? Investigating inequality in students’ reading behavior during Covid-19 in Denmark. Research in Social Stratification and Mobility, 71, 100568.10.1016/j.rssm.2020.100568
  39. Reimers, F. M., & Schleicher, A. (2020). A framework to guide an education response to the COVID-19 Pandemic of 2020. OECD. Retrieved April, 14(2020), 2020-04.
  40. Robinson, O. C. (2014). Sampling in interview-based qualitative research: A theoretical and practical guide. Qualitative research in psychology, 11(1), 25-41.10.1080/14780887.2013.801543
  41. Rudner, L. M. (1999). Scholastic achievement and demographic characteristics of home school students in 1998. Education policy analysis archives, 7(8), 1-33.
  42. Řiháček, T., & Hytych, R. (2013). Metoda zakotvené teorie. In Řiháček, T., Čermák, I. Hytych, R. Kvalitativní analýza textů: čtyři přístupy (44-74). Brno: MU.
  43. Sevilla, A., & Smith, S. (2020). Baby steps: the gender division of childcare during the COVID-19 pandemic. Oxford Review of Economic Policy, 36(Supplement_1), S169-S186.10.1093/oxrep/graa027
  44. Shavers, A. W. (2005). Katrina’s children: Revealing the broken promise of education. Thurgood Marshall Law Review, 31, 499.
  45. Smetáčková, I., & Štech, S. (2021). Obavy rodičů žáků 1. stupně základních škol: co ukázalo uzavření škol?. Studia paedagogica, 26(1), 9-38.
  46. Strauss, A. L. & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
  47. Švaříček, R., Straková, J., Brom, C., Greger, D., Hannemann, T., & Lukavský, J. (2020). Spolupráce rodiny a školy v době uzavřených základních škol. Studia paedagogica, 25(3), 9-41.10.5817/SP2020-3-1
  48. Thomée, S. (2012). ICT use and mental health in young adults. Effects of computer and mobile phone use on stress, sleep disturbances, and symptoms of depression. Institute of Medicine. Department of Public Health and Community Medicine. Institute of Medicineat Sahlgrenska Academy University of Gothenburg. University of Gothenberg. Gothenburg.
  49. Trojan, V. (2011). Vzdělávání řídicích pracovníků v českém školství: programy a hodnocení jejich obsahu účastníky. Orbis scholae, 5(3), 107-127.10.14712/23363177.2018.85
  50. Tuček, M. (2021). COVID 19 a finanční situace domácností a dopad na zaměstnání-Naše společnost - speciál – únor 2021. Tisková zpráva. CVVM, SoÚ AV ČR. Praha.
  51. Uscher-Pines, L., Schwartz, H. L., Ahmed, F., Zheteyeva, Y., Meza, E., Baker, G., & Uzicanin, A. (2018). School practices to promote social distancing in K-12 schools: review of influenza pandemic policies and practices. BMC public health, 18(1), 1-13.10.1186/s12889-018-5302-3
  52. Yamamura, E., & Tsutsui, Y. (2021). Impact of closing schools on mental health during the COVID-19 pandemic: Evidence using panel data from Japan. ttp://arxiv.org/pdf/2101.08476 arXiv:2101.08476.
DOI: https://doi.org/10.2478/jped-2021-0007 | Journal eISSN: 1338-2144 | Journal ISSN: 1338-1563
Language: English
Page range: 141 - 164
Published on: Jul 27, 2021
Published by: University of Trnava, Faculty of Education
In partnership with: Paradigm Publishing Services
Publication frequency: 2 issues per year

© 2021 Yvona Kostelecká, Tereza Komárková, Veronika Novotná, published by University of Trnava, Faculty of Education
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.