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( Joseph, B. & Fahey, G. (2020). Pain without gain: why school closures are bad policy (policy paper 28). Retrieved from The Centre for Independent Studies: https://www.cis.org.au/publications/policy‐papers/pain‐without‐gain‐why‐school‐closures‐are‐bad‐policy/ )
Joseph, B. & Fahey, G. (2020). Pain without gain: why school closures are bad policy (policy paper 28). Retrieved from The Centre for Independent Studies: https://www.cis.org.au/publications/policy‐papers/pain‐without‐gain‐why‐school‐closures‐are‐bad‐policy/Joseph, B. & Fahey, G. (2020). Pain without gain: why school closures are bad policy (policy paper 28). Retrieved from The Centre for Independent Studies: https://www.cis.org.au/publications/policy‐papers/pain‐without‐gain‐why‐school‐closures‐are‐bad‐policy/ , Joseph, B. & Fahey, G. (2020). Pain without gain: why school closures are bad policy (policy paper 28). Retrieved from The Centre for Independent Studies: https://www.cis.org.au/publications/policy‐papers/pain‐without‐gain‐why‐school‐closures‐are‐bad‐policy/
Supporting vulnerable children in the face of a pandemic
( Wyn, J. , McCarthy, G.J. , Wierenga, A. , Jones, M. , Lewis, A. , O'Donovan, R. et al. (2014) Enabling spaces for learning: a knowledge archive and shared measurement framework. Melbourne: Youth Research Centre, University of Melbourne.)
Wyn, J. , McCarthy, G.J. , Wierenga, A. , Jones, M. , Lewis, A. , O'Donovan, R. et al. (2014) Enabling spaces for learning: a knowledge archive and shared measurement framework. Melbourne: Youth Research Centre, University of Melbourne.Wyn, J. , McCarthy, G.J. , Wierenga, A. , Jones, M. , Lewis, A. , O'Donovan, R. et al. (2014) Enabling spaces for learning: a knowledge archive and shared measurement framework. Melbourne: Youth Research Centre, University of Melbourne., Wyn, J. , McCarthy, G.J. , Wierenga, A. , Jones, M. , Lewis, A. , O'Donovan, R. et al. (2014) Enabling spaces for learning: a knowledge archive and shared measurement framework. Melbourne: Youth Research Centre, University of Melbourne.
S. Lamb, Q. Maire, Esther Doecke, Sergio Macklin, Kate Noble, S. Pilcher (2020)
Impact of learning from home on educational outcomes for disadvantaged children: brief assessment
(2021)
Having to stay still : Youth and young adults in the Covid - 19 crisis
( Clinton, J . (2020). Supporting vulnerable children in the face of a pandemic . Retrieved from Australian Government Department of Education, Skills and Employment website: https://www.dese.gov.au/download/10214/professor‐janet‐clinton‐centre‐program‐evaluation‐melbourne‐graduate‐school‐education/14627/document/pdf )
Clinton, J . (2020). Supporting vulnerable children in the face of a pandemic . Retrieved from Australian Government Department of Education, Skills and Employment website: https://www.dese.gov.au/download/10214/professor‐janet‐clinton‐centre‐program‐evaluation‐melbourne‐graduate‐school‐education/14627/document/pdfClinton, J . (2020). Supporting vulnerable children in the face of a pandemic . Retrieved from Australian Government Department of Education, Skills and Employment website: https://www.dese.gov.au/download/10214/professor‐janet‐clinton‐centre‐program‐evaluation‐melbourne‐graduate‐school‐education/14627/document/pdf , Clinton, J . (2020). Supporting vulnerable children in the face of a pandemic . Retrieved from Australian Government Department of Education, Skills and Employment website: https://www.dese.gov.au/download/10214/professor‐janet‐clinton‐centre‐program‐evaluation‐melbourne‐graduate‐school‐education/14627/document/pdf
( Gore, J. , Fray, L. , Miller, A. , Harris, J. & Taggart, W. (2021) The impact of COVID‐19 on student learning in New South Wales primary schools: An empirical study. The Australian Educational Researcher, 48(4), 605–637.33727761)
Gore, J. , Fray, L. , Miller, A. , Harris, J. & Taggart, W. (2021) The impact of COVID‐19 on student learning in New South Wales primary schools: An empirical study. The Australian Educational Researcher, 48(4), 605–637.33727761Gore, J. , Fray, L. , Miller, A. , Harris, J. & Taggart, W. (2021) The impact of COVID‐19 on student learning in New South Wales primary schools: An empirical study. The Australian Educational Researcher, 48(4), 605–637.33727761, Gore, J. , Fray, L. , Miller, A. , Harris, J. & Taggart, W. (2021) The impact of COVID‐19 on student learning in New South Wales primary schools: An empirical study. The Australian Educational Researcher, 48(4), 605–637.33727761
K. Riele, Glenda McGregor, Martin Mills, Aspa Baroutsis, D. Hayes (2020)
Learning From Alternative Schools to Enhance School CompletionOxford Research Encyclopedia of Education
( Hammerstein, S. , König, C. , Dreisörner, T. & Frey, A. (2021) Effects of COVID‐19‐related school closures on student achievement: A systematic review. Frontiers in Psychology, 12(4020), 746289. 10.3389/fpsyg.2021.746289 34603162)
Hammerstein, S. , König, C. , Dreisörner, T. & Frey, A. (2021) Effects of COVID‐19‐related school closures on student achievement: A systematic review. Frontiers in Psychology, 12(4020), 746289. 10.3389/fpsyg.2021.746289 34603162Hammerstein, S. , König, C. , Dreisörner, T. & Frey, A. (2021) Effects of COVID‐19‐related school closures on student achievement: A systematic review. Frontiers in Psychology, 12(4020), 746289. 10.3389/fpsyg.2021.746289 34603162, Hammerstein, S. , König, C. , Dreisörner, T. & Frey, A. (2021) Effects of COVID‐19‐related school closures on student achievement: A systematic review. Frontiers in Psychology, 12(4020), 746289. 10.3389/fpsyg.2021.746289 34603162
( Bremner, N. (2021) The multiple meanings of ‘student‐centred’ or ‘learner‐centred’ education, and the case for a more flexible approach to defining it. Comparative Education, 57(2), 159–186.)
Bremner, N. (2021) The multiple meanings of ‘student‐centred’ or ‘learner‐centred’ education, and the case for a more flexible approach to defining it. Comparative Education, 57(2), 159–186.Bremner, N. (2021) The multiple meanings of ‘student‐centred’ or ‘learner‐centred’ education, and the case for a more flexible approach to defining it. Comparative Education, 57(2), 159–186., Bremner, N. (2021) The multiple meanings of ‘student‐centred’ or ‘learner‐centred’ education, and the case for a more flexible approach to defining it. Comparative Education, 57(2), 159–186.
A. Andrew, S. Cattan, Monica Dias, C. Farquharson, Lucy Kraftman, Sonya Krutikova, Angus Phimister, Almudena Sevilla (2020)
Inequalities in Children's Experiences of Home Learning during the COVID‐19 Lockdown in EnglandFiscal Studies, 41
( Orlov G. , McKee D. , Berry J. , Boyle A. , DiCiccio T. J. , Ransom T. , Rees‐Jones A. & Stoye J. (2020). Learning during the COVID‐19 pandemic: It is not who you teach, but how you teach. Retrieved from Institute for Labor Economics website: https://www.iza.org/publications/dp/13813/learning‐during‐the‐covid‐19‐pandemic‐it‐is‐not‐who‐you‐teach‐but‐how‐you‐teach )
Orlov G. , McKee D. , Berry J. , Boyle A. , DiCiccio T. J. , Ransom T. , Rees‐Jones A. & Stoye J. (2020). Learning during the COVID‐19 pandemic: It is not who you teach, but how you teach. Retrieved from Institute for Labor Economics website: https://www.iza.org/publications/dp/13813/learning‐during‐the‐covid‐19‐pandemic‐it‐is‐not‐who‐you‐teach‐but‐how‐you‐teachOrlov G. , McKee D. , Berry J. , Boyle A. , DiCiccio T. J. , Ransom T. , Rees‐Jones A. & Stoye J. (2020). Learning during the COVID‐19 pandemic: It is not who you teach, but how you teach. Retrieved from Institute for Labor Economics website: https://www.iza.org/publications/dp/13813/learning‐during‐the‐covid‐19‐pandemic‐it‐is‐not‐who‐you‐teach‐but‐how‐you‐teach , Orlov G. , McKee D. , Berry J. , Boyle A. , DiCiccio T. J. , Ransom T. , Rees‐Jones A. & Stoye J. (2020). Learning during the COVID‐19 pandemic: It is not who you teach, but how you teach. Retrieved from Institute for Labor Economics website: https://www.iza.org/publications/dp/13813/learning‐during‐the‐covid‐19‐pandemic‐it‐is‐not‐who‐you‐teach‐but‐how‐you‐teach
( Ritchie, J. & Spencer, L. (Eds.). (2003) Qualitative research practice. A guide for social science students and researchers. London: Sage.)
Ritchie, J. & Spencer, L. (Eds.). (2003) Qualitative research practice. A guide for social science students and researchers. London: Sage.Ritchie, J. & Spencer, L. (Eds.). (2003) Qualitative research practice. A guide for social science students and researchers. London: Sage., Ritchie, J. & Spencer, L. (Eds.). (2003) Qualitative research practice. A guide for social science students and researchers. London: Sage.
( Willms, J. D. (2003). Student engagement at school: a sense of belonging and participation: Results from PISA 2000 . Retrieved from Organisation for Economic Co‐operation and Development website: https://www.oecd.org/education/school/programmeforinternationalstudentassessmentpisa/studentengagementatschoolasenseofbelongingandparticipation‐publicationspisa2000.htm.)
Willms, J. D. (2003). Student engagement at school: a sense of belonging and participation: Results from PISA 2000 . Retrieved from Organisation for Economic Co‐operation and Development website: https://www.oecd.org/education/school/programmeforinternationalstudentassessmentpisa/studentengagementatschoolasenseofbelongingandparticipation‐publicationspisa2000.htm.Willms, J. D. (2003). Student engagement at school: a sense of belonging and participation: Results from PISA 2000 . Retrieved from Organisation for Economic Co‐operation and Development website: https://www.oecd.org/education/school/programmeforinternationalstudentassessmentpisa/studentengagementatschoolasenseofbelongingandparticipation‐publicationspisa2000.htm., Willms, J. D. (2003). Student engagement at school: a sense of belonging and participation: Results from PISA 2000 . Retrieved from Organisation for Economic Co‐operation and Development website: https://www.oecd.org/education/school/programmeforinternationalstudentassessmentpisa/studentengagementatschoolasenseofbelongingandparticipation‐publicationspisa2000.htm.
( Clark, A. E. , Nong, H. , Zhu, H. , & Zhu, R. (2020). Compensating for academic loss: online learning and student performance during the COVID‐19 pandemic . Retrieved from HAL‐SHS website: https://halshs.archives‐ouvertes.fr/halshs‐02901505.)
Clark, A. E. , Nong, H. , Zhu, H. , & Zhu, R. (2020). Compensating for academic loss: online learning and student performance during the COVID‐19 pandemic . Retrieved from HAL‐SHS website: https://halshs.archives‐ouvertes.fr/halshs‐02901505.Clark, A. E. , Nong, H. , Zhu, H. , & Zhu, R. (2020). Compensating for academic loss: online learning and student performance during the COVID‐19 pandemic . Retrieved from HAL‐SHS website: https://halshs.archives‐ouvertes.fr/halshs‐02901505., Clark, A. E. , Nong, H. , Zhu, H. , & Zhu, R. (2020). Compensating for academic loss: online learning and student performance during the COVID‐19 pandemic . Retrieved from HAL‐SHS website: https://halshs.archives‐ouvertes.fr/halshs‐02901505.
( Lamb, S. , Marie, Q. , Doecke, E. , Noble, K. , Pilcher, S. & Macklin, S. (2020). Impact of learning from home on educational outcomes for disadvantaged children: Brief assessment . Retrieved from Victoria University website: https://www.vu.edu.au/mitchell‐institute/schooling/impact‐of‐learning‐from‐home‐for‐disadvantaged‐children.)
Lamb, S. , Marie, Q. , Doecke, E. , Noble, K. , Pilcher, S. & Macklin, S. (2020). Impact of learning from home on educational outcomes for disadvantaged children: Brief assessment . Retrieved from Victoria University website: https://www.vu.edu.au/mitchell‐institute/schooling/impact‐of‐learning‐from‐home‐for‐disadvantaged‐children.Lamb, S. , Marie, Q. , Doecke, E. , Noble, K. , Pilcher, S. & Macklin, S. (2020). Impact of learning from home on educational outcomes for disadvantaged children: Brief assessment . Retrieved from Victoria University website: https://www.vu.edu.au/mitchell‐institute/schooling/impact‐of‐learning‐from‐home‐for‐disadvantaged‐children., Lamb, S. , Marie, Q. , Doecke, E. , Noble, K. , Pilcher, S. & Macklin, S. (2020). Impact of learning from home on educational outcomes for disadvantaged children: Brief assessment . Retrieved from Victoria University website: https://www.vu.edu.au/mitchell‐institute/schooling/impact‐of‐learning‐from‐home‐for‐disadvantaged‐children.
( Holzer, J. , Korlat, S. , Haider, C. , Mayerhofer, M. , Pelikan, E. , Schober, B. et al. (2021) Adolescent well‐being and learning in times of COVID‐19 – A multi‐country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive emotion and intrinsic motivation. PLoS One, 16(5), e0251352.33979397)
Holzer, J. , Korlat, S. , Haider, C. , Mayerhofer, M. , Pelikan, E. , Schober, B. et al. (2021) Adolescent well‐being and learning in times of COVID‐19 – A multi‐country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive emotion and intrinsic motivation. PLoS One, 16(5), e0251352.33979397Holzer, J. , Korlat, S. , Haider, C. , Mayerhofer, M. , Pelikan, E. , Schober, B. et al. (2021) Adolescent well‐being and learning in times of COVID‐19 – A multi‐country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive emotion and intrinsic motivation. PLoS One, 16(5), e0251352.33979397, Holzer, J. , Korlat, S. , Haider, C. , Mayerhofer, M. , Pelikan, E. , Schober, B. et al. (2021) Adolescent well‐being and learning in times of COVID‐19 – A multi‐country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive emotion and intrinsic motivation. PLoS One, 16(5), e0251352.33979397
( te Riele, K. , McGregor, G. , Mills, M. , Baroutsis, A. & Hayes, D. (2020) Learning from alternative schools to enhance school completion. In: Oxford research Encyclopedia of education. Oxford: Oxford University Press.)
te Riele, K. , McGregor, G. , Mills, M. , Baroutsis, A. & Hayes, D. (2020) Learning from alternative schools to enhance school completion. In: Oxford research Encyclopedia of education. Oxford: Oxford University Press.te Riele, K. , McGregor, G. , Mills, M. , Baroutsis, A. & Hayes, D. (2020) Learning from alternative schools to enhance school completion. In: Oxford research Encyclopedia of education. Oxford: Oxford University Press., te Riele, K. , McGregor, G. , Mills, M. , Baroutsis, A. & Hayes, D. (2020) Learning from alternative schools to enhance school completion. In: Oxford research Encyclopedia of education. Oxford: Oxford University Press.
( McGregor, G. , Mills, M. , te Riele, K. & Hayes, D. (2015) Excluded from school: Getting a second chance at a ‘meaningful’ education. International Journal of Inclusive Education, 19(6), 608–625.)
McGregor, G. , Mills, M. , te Riele, K. & Hayes, D. (2015) Excluded from school: Getting a second chance at a ‘meaningful’ education. International Journal of Inclusive Education, 19(6), 608–625.McGregor, G. , Mills, M. , te Riele, K. & Hayes, D. (2015) Excluded from school: Getting a second chance at a ‘meaningful’ education. International Journal of Inclusive Education, 19(6), 608–625., McGregor, G. , Mills, M. , te Riele, K. & Hayes, D. (2015) Excluded from school: Getting a second chance at a ‘meaningful’ education. International Journal of Inclusive Education, 19(6), 608–625.
V. Coram, J. Louth, S. Tually, I. Goodwin‐Smith (2021)
Community service sector resilience and responsiveness during the COVID‐19 pandemic: The Australian experienceThe Australian Journal of Social Issues, 56
Elisabeth Grewenig, Philipp Lergetporer, Katharina Werner, Ludger Woessmann, Larissa Zierow (2020)
COVID-19 and educational inequality: How school closures affect low- and high-achieving studentsEuropean Economic Review, 140
( Povey, J. , Plage, S. , Huang, Y. , Gramotnev, A. , Cook, S. , Austerberry, S. et al. (in press) Adolescence. A period of vulnerability and risk for adverse outcomes across the life course: The role of parent engagement in learning. In: Baxter, J. , Lam, J. , Povey, J. , Lee, R. & Zubrick, S. (Eds.) Family dynamics over the life course: Foundations, turning points and outcomes. New York, NY: Springer.)
Povey, J. , Plage, S. , Huang, Y. , Gramotnev, A. , Cook, S. , Austerberry, S. et al. (in press) Adolescence. A period of vulnerability and risk for adverse outcomes across the life course: The role of parent engagement in learning. In: Baxter, J. , Lam, J. , Povey, J. , Lee, R. & Zubrick, S. (Eds.) Family dynamics over the life course: Foundations, turning points and outcomes. New York, NY: Springer.Povey, J. , Plage, S. , Huang, Y. , Gramotnev, A. , Cook, S. , Austerberry, S. et al. (in press) Adolescence. A period of vulnerability and risk for adverse outcomes across the life course: The role of parent engagement in learning. In: Baxter, J. , Lam, J. , Povey, J. , Lee, R. & Zubrick, S. (Eds.) Family dynamics over the life course: Foundations, turning points and outcomes. New York, NY: Springer., Povey, J. , Plage, S. , Huang, Y. , Gramotnev, A. , Cook, S. , Austerberry, S. et al. (in press) Adolescence. A period of vulnerability and risk for adverse outcomes across the life course: The role of parent engagement in learning. In: Baxter, J. , Lam, J. , Povey, J. , Lee, R. & Zubrick, S. (Eds.) Family dynamics over the life course: Foundations, turning points and outcomes. New York, NY: Springer.
( Seymour, K. , Skattebol, J. & Pook, B. (2020) Compounding education disengagement: COVID‐19 lockdown, the digital divide and wrap‐around services. Journal of Children's Services, 15(4), 243–251.)
Seymour, K. , Skattebol, J. & Pook, B. (2020) Compounding education disengagement: COVID‐19 lockdown, the digital divide and wrap‐around services. Journal of Children's Services, 15(4), 243–251.Seymour, K. , Skattebol, J. & Pook, B. (2020) Compounding education disengagement: COVID‐19 lockdown, the digital divide and wrap‐around services. Journal of Children's Services, 15(4), 243–251., Seymour, K. , Skattebol, J. & Pook, B. (2020) Compounding education disengagement: COVID‐19 lockdown, the digital divide and wrap‐around services. Journal of Children's Services, 15(4), 243–251.
( Sonnemann, J. & Goss, P. (2020). COVID catch‐up: Helping disadvantaged students close the equity gap . Retrieved from Grattan Institute website: https://grattan.edu.au/report/covid‐catch‐up/ )
Sonnemann, J. & Goss, P. (2020). COVID catch‐up: Helping disadvantaged students close the equity gap . Retrieved from Grattan Institute website: https://grattan.edu.au/report/covid‐catch‐up/Sonnemann, J. & Goss, P. (2020). COVID catch‐up: Helping disadvantaged students close the equity gap . Retrieved from Grattan Institute website: https://grattan.edu.au/report/covid‐catch‐up/ , Sonnemann, J. & Goss, P. (2020). COVID catch‐up: Helping disadvantaged students close the equity gap . Retrieved from Grattan Institute website: https://grattan.edu.au/report/covid‐catch‐up/
( Jackson, M. , Williams, J. L. , Dahir, N. & Edelman, A. (2021). Having to stay still: Youth and young adults in the Covid‐19 crisis . Retrieved from Stanford Center on Poverty & Inequality website: https://inequality.stanford.edu/covid/youth‐young‐adults )
Jackson, M. , Williams, J. L. , Dahir, N. & Edelman, A. (2021). Having to stay still: Youth and young adults in the Covid‐19 crisis . Retrieved from Stanford Center on Poverty & Inequality website: https://inequality.stanford.edu/covid/youth‐young‐adultsJackson, M. , Williams, J. L. , Dahir, N. & Edelman, A. (2021). Having to stay still: Youth and young adults in the Covid‐19 crisis . Retrieved from Stanford Center on Poverty & Inequality website: https://inequality.stanford.edu/covid/youth‐young‐adults , Jackson, M. , Williams, J. L. , Dahir, N. & Edelman, A. (2021). Having to stay still: Youth and young adults in the Covid‐19 crisis . Retrieved from Stanford Center on Poverty & Inequality website: https://inequality.stanford.edu/covid/youth‐young‐adults
( Scottish Government (2021). Coronavirus (COVID‐19): Children, young people and families – evidence summary – June 2021 . Retrieved from Scottish Government website: https://www.gov.scot/publications/coronavirus‐covid‐19‐children‐young‐people‐families‐evidence‐summary‐june‐2021/.)
Scottish Government (2021). Coronavirus (COVID‐19): Children, young people and families – evidence summary – June 2021 . Retrieved from Scottish Government website: https://www.gov.scot/publications/coronavirus‐covid‐19‐children‐young‐people‐families‐evidence‐summary‐june‐2021/.Scottish Government (2021). Coronavirus (COVID‐19): Children, young people and families – evidence summary – June 2021 . Retrieved from Scottish Government website: https://www.gov.scot/publications/coronavirus‐covid‐19‐children‐young‐people‐families‐evidence‐summary‐june‐2021/., Scottish Government (2021). Coronavirus (COVID‐19): Children, young people and families – evidence summary – June 2021 . Retrieved from Scottish Government website: https://www.gov.scot/publications/coronavirus‐covid‐19‐children‐young‐people‐families‐evidence‐summary‐june‐2021/.
J. Sonnemann, Peter Goss (2020)
COVID catch-up: helping disadvantaged students close the equity gap
Pillar 3 report : what can be done to maximise educational outcomes for children and young people experiencing disadvantage ?
( Garbe, A. , Ogurlu, U. , Logan, N. & Cook, P. (2020) COVID‐19 and remote learning: Experiences of parents with children during the pandemic. American Journal of Qualitative Research, 4(3), 45–65.)
Garbe, A. , Ogurlu, U. , Logan, N. & Cook, P. (2020) COVID‐19 and remote learning: Experiences of parents with children during the pandemic. American Journal of Qualitative Research, 4(3), 45–65.Garbe, A. , Ogurlu, U. , Logan, N. & Cook, P. (2020) COVID‐19 and remote learning: Experiences of parents with children during the pandemic. American Journal of Qualitative Research, 4(3), 45–65., Garbe, A. , Ogurlu, U. , Logan, N. & Cook, P. (2020) COVID‐19 and remote learning: Experiences of parents with children during the pandemic. American Journal of Qualitative Research, 4(3), 45–65.
G. Masters, Pauline Taylor-Guy, J. Fraillon, A. Chase (2020)
Ministerial briefing paper on evidence of the likely impact on educational outcomes of vulnerable children learning at home during COVID-19
Lisa Bortoli (2018)
PISA Australia in Focus Number 1: Sense of belonging at school
( Plage, S. , Cook, S. , Povey, J. , Rudling, E. , te Riele, K. , McDaid, L. , & Western, M. (2022) Connection, connectivity, and choice: Learning during COVID‐19 restrictions across mainstream schools and flexible learning programs in Australia. Life course Centre working paper no. 2022‐10, 10.2139/ssrn.4087009.)
Plage, S. , Cook, S. , Povey, J. , Rudling, E. , te Riele, K. , McDaid, L. , & Western, M. (2022) Connection, connectivity, and choice: Learning during COVID‐19 restrictions across mainstream schools and flexible learning programs in Australia. Life course Centre working paper no. 2022‐10, 10.2139/ssrn.4087009.Plage, S. , Cook, S. , Povey, J. , Rudling, E. , te Riele, K. , McDaid, L. , & Western, M. (2022) Connection, connectivity, and choice: Learning during COVID‐19 restrictions across mainstream schools and flexible learning programs in Australia. Life course Centre working paper no. 2022‐10, 10.2139/ssrn.4087009., Plage, S. , Cook, S. , Povey, J. , Rudling, E. , te Riele, K. , McDaid, L. , & Western, M. (2022) Connection, connectivity, and choice: Learning during COVID‐19 restrictions across mainstream schools and flexible learning programs in Australia. Life course Centre working paper no. 2022‐10, 10.2139/ssrn.4087009.
( Tomaszewski, W. , Zajac, T. , Rudling, E. , te Riele, K. , McDaid, L. & Western, M. (2022) Uneven impacts of COVID‐19 on the attendance rates of secondary school students from different socioeconomic backgrounds in Australia: A quasi‐experimental analysis of administrative data. Australian Journal of Social Issues, 1–20. Available from: 10.1002/ajs4.219.)
Tomaszewski, W. , Zajac, T. , Rudling, E. , te Riele, K. , McDaid, L. & Western, M. (2022) Uneven impacts of COVID‐19 on the attendance rates of secondary school students from different socioeconomic backgrounds in Australia: A quasi‐experimental analysis of administrative data. Australian Journal of Social Issues, 1–20. Available from: 10.1002/ajs4.219.Tomaszewski, W. , Zajac, T. , Rudling, E. , te Riele, K. , McDaid, L. & Western, M. (2022) Uneven impacts of COVID‐19 on the attendance rates of secondary school students from different socioeconomic backgrounds in Australia: A quasi‐experimental analysis of administrative data. Australian Journal of Social Issues, 1–20. Available from: 10.1002/ajs4.219., Tomaszewski, W. , Zajac, T. , Rudling, E. , te Riele, K. , McDaid, L. & Western, M. (2022) Uneven impacts of COVID‐19 on the attendance rates of secondary school students from different socioeconomic backgrounds in Australia: A quasi‐experimental analysis of administrative data. Australian Journal of Social Issues, 1–20. Available from: 10.1002/ajs4.219.
Catherine Drane, Lynette Vernon, S. O’Shea (2020)
The impact of ‘learning at home’ on the educational outcomes of vulnerable children in Australia during the COVID-19 pandemic
(2020)
Retrieved from Australian Government Department of Education
Julia Holzer, Selma Korlat, Christian Haider, M. Mayerhofer, E. Pelikan, Barbara Schober, C. Spiel, Toumazis Toumazi, K. Salmela‐Aro, Udo Käser, Anja Schultze-Krumbholz, Sebastian Wachs, Mukul Dabas, S. Verma, Dean Iliev, Daniela Andonovska-Trajkovska, P. Plichta, J. Pyżalski, Natalia Walter, Justyna Michałek-Kwiecień, Aleksandra Lewandowska-Walter, Michelle Wright, Marko Lüftenegger (2021)
Adolescent well-being and learning in times of COVID-19—A multi-country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive emotion and intrinsic motivationPLoS ONE, 16
Pillar 1 report : Who are the students most at risk of falling behind in their learning ?
J. Willms (2003)
Student engagement at school : a sense of belonging and participation : results from PISA 2000
Pillar 2 report : What do children , young people and families say about needs , and impact of COVID - 19 ?
( Brown, N. , te Riele, K. , Shelley, B. , Woodroffe, J. (2020). Learning at home during COVID‐19: effects on vulnerable young Australians. Independent Rapid Response Report . Retrieved from University of Tasmania website: http://ecite.utas.edu.au/139877 )
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( McDaid, L. , Tomaszewski, W. , Staton, S. , Povey, J. , Thorpe, K. , Vaithianathan, R. , Ridgway, T. , Diffey, B. & Western, M. (2020). Pillar 1 report: Who are the students most at risk of falling behind in their learning? Retrieved from The University of Queensland website: https://issr.uq.edu.au/LTC‐Pillar1.)
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The COVID‐19 pandemic and associated school closures may have constrained educational participation particularly for students in disadvantaged circumstances. We explore how 30 disadvantaged students in secondary school (14 mainstream/16 Flexible Learning Programme) from Queensland, New South Wales and Tasmania experienced home learning during the first wave of COVID‐19, teasing out nuances across two educational models. Drawing on semi‐structured interviews with these students, our analysis revealed three interconnected themes inflecting their learning: connection, connectivity and choice. Connection captures the desire for belonging and practices that facilitated meeting this desire during system‐wide disruptions to school routines and face‐to‐face learning. Connectivity captures the impact of digitally facilitated learning at home on students' ability to engage with curriculum content and with their learning community. Choice captures the availability of viable options to overcome barriers students encountered in their learning and possibilities to flexibly accommodate student preferences and learning needs. Students from Flexible Learning Programmes appeared generally better supported to exercise agency within the scope of their lived experience of home‐based learning. Findings indicate a need for strengthening student‐centred policy and practices aimed at leveraging the affordances of information technology, balancing self‐directed and structured learning and providing holistic support to enable meaningful student choice.
Australian Journal of Social Issues – Wiley
Published: Mar 1, 2023
Keywords: agency; Flexible Learning Programmes; learning during COVID‐19; secondary school; social disadvantage
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