LEARN! Seminar Anne Tharner: How homeschooling is given shape when schools close: A resilience framework perspective.
Join Zoom Meeting https://vu-live.zoom.us/j/93200291632?pwd=VzJmMzhhd0VkdjFQdngrakZ2MktLZz09 Meeting ID: 932 0029 1632 Passcode: 386742, , this presentation will be recorded (not Q&A)
How homeschooling is given shape when schools close: A resilience framework perspective.
Congres / symposium / seminar
Presenter: Anne Tharner
Marina Iliás, Anne Tharner, Marleen de Moor, Carlo Schuengel and Mirjam Oosterman
Background: During the COVID19-pandemic schools were closed for 13 weeks (not to re-open fully until after 6 months), challenging families to organize both schooling and work from home.
From a resilience framework perspective it can be hypothesized that the risk posed by the COVID19-pandemic is not equally high for all families (Luthar, Crossman, & Small, 2015). Previously suggested risk factors for lower (effectiveness of) parental involvement in child learning, such as lower SES status and migration background (Bakker et al., 2013) may also negatively impact parents’ homeschooling competence and coping (Bol, 2020; Doyle, 2020). Previous parental involvement experiences and parenting self-efficacy in the school context, however, might provide parents with resources that boost parents’ adaptation to the pandemic and lead to better outcomes in terms of coping and homeschooling competence (Gavidia‐Payne, Denny, Davis, Francis, & Jackson, 2015).
This project, funded by LEARN!, examines how families adapted to the homeschooling situation and aims to answer the following research questions (RQ):
1. How did families organize homeschooling during lockdown?
2. What are differences between families with different socio-demographic backgrounds with regard to homeschooling and coping?
3. Are previous parental involvement experiences and parental self-efficacy in the school context predictive of a higher quantity and quality homeschooling and coping?
Method: This project is conducted within an ongoing longitudinal study, started in 2009, following about 1500 families from pregnancy of the first child to, currently, 8 years postpartum. For the current research all mothers and cohabiting partners were invited to participate regardless of child age. Around 500 mothers and 200 partners are expected to participate in the current study. Background variables, such as educational level and ethnic background, were surveyed upon the start of the project. When children were 4 years old, we assessed home-based parental involvement practices and style, and parenting self-efficacy. In the COVID-19 questionnaire, we collected information about parents’ working hours, work situation, number of children in the family home as well as homeschooling practices during lockdown, parental self-efficacy in the school context during lockdown, parental- and child coping.
Results and Discussion: As data collection is currently ongoing we are not yet able to provide results. In our presentation we will first describe the homeschooling of participating families with regard to time, potential and style (RQ1) Second, we will address potential differences in homeschooling and coping between families with different socio-economic backgrounds to examine whether disadvantaged families might be disproportionally negatively affected (RQ2). Finally, we will present path-models to assess how pre COVID-19 parental involvement in child learning and parental self-efficacy in the school context predict homeschooling and coping during the lockdown (RQ3). Child coping will also be included here, as this on the one hand might affect how homeschooling is organized, and on the other hand might be affected by homeschooling. Findings will be discussed from the perspective of resilience and with regard to potential learning points to be taken from families’ experiences during the lockdown for the current “second wave” of COVID-19 infections and for the post-pandemic period.
Acknowledgements: We would like to thank LEARN! for supporting this study with a grant.
Bakker, J., Denessen, E., Dennissen, M., & Oolbekkink-Marchand, H. (2013). Leraren en ouderbetrokkenheid: Een reviewstudie naar de effectiviteit van ouderbetrokkenheid en de rol die leraren daarbij kunnen vervullen. Nijmegen: Radboud Universiteit.
Bol, T. (2020). Inequality in homeschooling during the Corona crisis in the Netherlands. First results from the LISS Panel (No. hf32q). Center for Open Science.
Doyle, O. (2020). COVID-19: Exacerbating Educational Inequalities?. Working Paper.
Gavidia‐Payne, S., Denny, B., Davis, K., Francis, A., & Jackson, M. (2015). Parental resilience: A neglected construct in resilience research. Clinical Psychologist, 19(3), 111-121.
Luthar, S. S., Crossman, E. J., & Small, P. J. (2015). Resilience and adversity. In R.M. Lerner and M. E. Lamb (Eds.). Handbook of Child Psychology and Developmental Science (7th Edition, Vol. III, pp. 247286). New York: Wiley.
General information from Clinical Child and Family studies
Sterkenburg, P.S. (2021). An erster stelle stehen die möglichkeiten von menschen mit kognitiven beeinträchtigungen: individualisierte begleitung von menschen mit kognitiver beeinträchtigung und herausfordernden verhaltensweisen. In Intensivbetreuung im diskurs – reader zur tagung vom 6. Februar 2020 in Luzern. Red. Stefania Calabrese, Daniel Kasper, Eva Büschi, Pia Georgi-Tscherry. pp 35-45. Luzern, Interact. ISBN 978-3-906036-45-8