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Educational and Developmental Psychologist Volume 40, 2023 - Issue 1: Special Issue: Re-imagining teaching, learning, and well-being amidst the COVID-19 pandemic: Challenges, opportunities, and recommendations
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Research Article

Socioeconomic and gender inequalities in home learning during the COVID-19 pandemic: examining the roles of the home environment, parent supervision, and educational provisions

Matthew J. Easterbrooka School of Psychology, University of Sussex, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-9353-5957View further author information
ORCID Icon,
Lewis Doylea School of Psychology, University of Sussex, UKORCID Iconhttps://orcid.org/0000-0002-2797-2809View further author information
ORCID Icon,
Vladislav H. Grozeva School of Psychology, University of Sussex, UKView further author information
,
Natasza Kosakowska-Berezeckab Institute of Psychology, University of Gdansk, Gdansk, PolandORCID Iconhttps://orcid.org/0000-0003-3503-3921View further author information
ORCID Icon,
Peter R. Harrisa School of Psychology, University of Sussex, UKORCID Iconhttps://orcid.org/0000-0003-4599-4929View further author information
ORCID Icon &
Karen Phaletc Centre for Social and Cultural Psychology, KU Leuven, Leuven, BelgiumView further author information
Pages 27-39 | Received 19 Jul 2021, Accepted 30 Nov 2021, Published online: 20 Jan 2022

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Read on this site (2)

Ronnel B. King, Hongbiao Yin & Kelly-Ann Allen. (2023) Re-imagining teaching, learning, and well-being amidst the COVID-pandemic: challenges, opportunities, and recommendations. Educational and Developmental Psychologist 40:1, pages 1-4.
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Ting Shen. Family environments and educational inequality during the COVID-19 pandemic in the UK. Education 3-13 0:0, pages 1-17.
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Articles from other publishers (2)

Jessie Hillekens, Gülseli Baysu & Karen Phalet. (2023) How School and Home Contexts Impact the School Adjustment of Adolescents from Different Ethnic and SES Backgrounds During COVID-19 School Closures. Journal of Youth and Adolescence 52:8, pages 1549-1565.
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Lewis Doyle, Matthew J. Easterbrook & Peter R. Harris. (2022) Roles of socioeconomic status, ethnicity and teacher beliefs in academic grading. British Journal of Educational Psychology 93:1, pages 91-112.
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