4,057
Views
8
CrossRef citations to date
0
Altmetric
Research Article

PARENTAL PERCEPTIONS OF LEARNING LOSS DURING COVID-19 SCHOOL CLOSURES IN 2020

ORCID Icon, ORCID Icon, & ORCID Icon

11. References

  • Alexander, K., Entwisle, D. and Olson, L. (2007) Lasting consequences of the summer learning gap, American Sociological Review, 72(2), 167–180. doi:https://doi.org/10.1177/000312240707200202.
  • Andrew, A., Cattan, S., Costa Dias, M., Farquharson, C., Kraftman, L., Krutikova, S., Sevilla, A. and Sevilla, A. (2020) Inequalities in children’s experiences of home learning during the COVID-19 lockdown in England*, Fiscal Studies, 41(3), 653–683. doi:https://doi.org/10.1111/1475-5890.12240.
  • Bayrakdar, S. and Guveli, A. (2020) Inequalities in Home Learning and Schools’ Provision of Distance Teaching during School Closure of COVID-19 Lockdown in the UK. Essex: ISER.
  • Brown, M., Goodman, A., Peters, A., Ploubidis, G., Sanchez, A., Silverwood, R. and Smith, K. (2020) COVID-19 Survey in Five National Longitudinal Studies: Waves 1 and 2 User Guide (Version 2). London: UCL Centre for Longitudinal Studies and MRC Unit for Lifelong Health and Ageing.
  • Carneiro, P. and Rodrigues, M. (2009). Evaluating the effect of maternal time on child development using the generalized propensity score.
  • Del Bono, E., Francesconi, M., Kelly, Y. and Sacker, A. (2016) Early maternal time investment and early child outcomes, The Economic Journal, 126(596), F96–F135. doi:https://doi.org/10.1111/ecoj.12342.
  • DfE. (2021) Understanding Progress in the 2020/21 Academic Year: Interim Findings January 2021. London: Department for Education.
  • Eivers, E., Worth, J. and Ghosh, A. (2020) Home Learning during Covid-19: Findings from the Understanding Society Longitudinal Study. Slough: NFER.
  • Farre, L., Fawaz, Y., Gonzalez, L. and Graves, J. (2020) How the COVID-19 Lockdown Affected Gender Inequality in Paid and Unpaid Work in Spain. Germany: IZA Institute of Labor Economics.
  • Fuchs-Schündeln, N., Krueger, D., Ludwig, A. and Popova, I. (2020). The long-term distributional and welfare effects of Covid-19 school closures: CEPR Discussion Paper 15227.
  • Gallagher, S. and Wetherell, M. A. (2020) Risk of depression in family caregivers: unintended consequence of COVID-19, BJPsych Open, 6(6), e119–e119. doi:https://doi.org/10.1192/bjo.2020.99.
  • Major, L. E., Eyles, A. and Machin, S. (2020) Generation COVID: Emerging Work and Education Inequalities. London: Centre for Economic Performance.
  • Mostafa, T., et al. (2020). Improving the plausibility of the missing at random assumption in the 1958 British birth cohort: A pragmatic data driven approach. London, UCL Centre for Longitudinal Studies
  • Nugroho, D., Pasquini, C., Reuge, N. and Amaro, D. (2020) COVID-19: How are Countries Preparing to Mitigate the Learning Loss as Schools Reopen? Trends and Emerging Good Practices to Support the Most Vulnerable Children. Florence: UNICEF Office of Research.
  • Pensiero, N., Kelly, A. and Bokhove, C. (2020). Learning inequalities during the Covid-19 pandemic: how families cope with home-schooling: University of Southampton research report.
  • Pierce, M., Hope, H., Ford, T., Hatch, S., Hotopf, M., John, A. … Abel, K. M. (2020) Mental health before and during the COVID-19 pandemic: a longitudinal probability sample survey of the UK population, Lancet Psychiatry, 7(10), 883–892. doi: https://doi.org/10.1016/S2215-0366(20)30308-4.
  • Rubin, D. B. (1976). Inference and missing data. Biometrika 63(3): 581–592
  • Sharp, C., Sims, D. and Rutt, S. (2020) Schools Responses to Covid-19: Returning Pupils to School. Slough: NFER.
  • Silverwood, R., Narayanan, M., Dodgeon, B., Ploubidis, G., (2020). Handling missing data in the National Child Development Study: User guide. London, UCL Centre for Longitudinal Studies
  • Slates, S., Alexander, K., Entwisle, D. and Olson, L. (2012) Counteracting summer slide: social capital resources within socioeconomically disadvantaged families, Journal of Education for Students Placed at Risk (Jespar), 17(3), 165–185. doi:https://doi.org/10.1080/10824669.2012.688171.
  • Tani, M., Cheng, Z., Mendolia, S., Paloyo, A. R. and Savage, D. (2020) Working Parents, Financial Insecurity, and Child-Care: Mental Health in the Time of COVID-19. Germany: IZA Institute of Labor Economics.
  • Villadsen, A., Conti, G. and Fitzsimons, E. (2020) Parental Involvement in Home Schooling and Developmental Play during Lockdown - Initial Findings from the COVID-19 Survey in Five National Longitudinal Studies. London: UCL Centre for Longitudinal Studies.
  • Wielgoszewska, B., Green, F. and Goodman, A. (2020) Finances and Employment during Lockdown - Initial Findings from the COVID-19 Survey in Five National Longitudinal Studies. London: UCL Centre for Longitudinal Studies.
  • Zamarro, G. and Prados, M. J. (2021) Gender differences in couples’ division of childcare, work and mental health during COVID-19, Review of Economics of the Household, 19(1), 11–40. doi:https://doi.org/10.1007/s11150-020-09534-7.
  • Zhou, M., Hertog, E., Kolpashnikova, K. and Kan, M. Y. (2020) Gender Inequalities: Changes in Income, Time Use and Well-being before and during the UK COVID-19 Lockdown. Oxford: Department of Sociology: University of Oxford.