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Schulrechtliche Herausforderungen in Zeiten der Corona-Pandemie
... Given the fact that German schools are still not up to the digital and technical infrastructure common in other countries like the U.S. (e. g., Eickelmann & Gerick, 2020), the prerequisites for online teaching via videoconference were not given at most schools (Hoffmann, 2020;Sliwka & Klopsch, 2020). Furthermore, the Ministries of Education of all federal states completely allocated the realization of distant teaching during the school lockdown to the schools (see also Fickermann & Edelstein, 2020;Wrase, 2020). Consequently, the way in which distant teaching was realized at each single school greatly varied between schools (see Goldan, Geist & Lütje-Klose, 2020). ...
... Therefore, schools should implement safe and stable systems that are accessible without barriers for teachers, students, and parents to keep up communication. Here, reaching out to socially disadvantaged children is important (Köller et al., 2020;Wrase, 2020). Prior studies showed that if about a third of a school year is lost (e. g., due to school closures or short school years), this is associated with about 3 -4 % less average income on the long-run (Wößmann, 2020). ...
Due to the COVID-19 pandemic, all schools in Germany were locked down for several months in 2020. How schools realized teaching during the school lockdown greatly varied from school to school. N = 2,647 parents participated in an online survey and rated the following activities of teachers in mathematics, language arts (German), English, and science/biology during the school lockdown: frequency of sending task assignments, task solutions and requesting for solutions, giving task-related feedback, grading tasks, providing lessons per videoconference, and communicating via telecommunication tools with students and/or parents. Parents also reported student academic outcomes during the school lockdown (child's learning motivation, competent and independent learning, learning progress). Parents further reported student characteristics and social background variables: child's negative emotionality, school engagement, mathematical and language competencies, and child's social and cultural capital. Data were separately analyzed for elementary and secondary schools. In both samples, frequency of student-teacher communication was associated with all academic outcomes, except for learning progress in elementary school. Frequency of parent-teacher communication was associated with motivation and learning progress, but not with competent and independent learning, in both samples. Other distant teaching activities were differentially related to students' academic outcomes in elementary vs. secondary school. School engagement explained most additional variance in all students' outcomes during the school lockdown. Parent's highest school leaving certificate incrementally predicted students' motivation, and competent and independent learning in secondary school, as well as learning progress in elementary school. The variable “child has own bedroom” additionally explained variance in students' competent and independent learning during the school lockdown in both samples. Thus, both teaching activities during the school lockdown as well as children's characteristics and social background were independently important for students' motivation, competent and independent learning, and learning progress. Results are discussed with regard to their practical implications for realizing distant teaching.
... One of the groups of students most significantly affected by the school closing was that of learners with special educational needs (Fokken 2020a). Excluded in many cases from online learning opportunities because of necessary accommodations, these learners are among those for whom the return to the physical classroom is often structurally most challenging (Hanack and Kabel 2020;Wrase 2020). In some cases, students have complex medical needs that make them susceptible to infection. ...
... Some teachers have already acknowledged that their ability to diagnose students' learning needs, establish personal relationships, and individualize instruction has been enhanced by the implementation of digital tools (Förtsch 2020a). Structural alternatives that shift from an equalities-based approach to an equity-based approach have also been advocated (Bremm and Racherbäumer 2020;Goldan et al. 2020;Wrase 2020). ...
After closing public schools in early 2020 to slow the spread of Covid-19, attempts to provide continuity of education in Germany by means of digital tools faltered in variety of ways, with insufficient competence and inadequate technology leading to inequitable access and uneven implementation. Understanding how German teachers were caught unprepared in this time of crisis, especially in comparison with their European neighbors, requires an examination of their habitus as discussed by Bourdieu and Wacquant (1992) that accounts for their behaviors beyond existing models regarding technology acceptance. Drawing on existing sociological and media-related studies, this contribution will describe the attitudes of German teachers and educational decision-makers in light of their digital, cultural, and educational habitus to provide a partial explanatory account for the current state of affairs. It will show how traditional skepticism for innovation among teachers in general, and German teachers in particular, is reinforced by demographic and sociological characteristics of the German teacher population and the nature of German schooling. After describing extant conditions regarding digitally mediated educational experiences during the initial Covid-19 phase in Germany based on emerging data, this article will subsequently identify prospective issues in this area in the near future. While the transition to digital teaching and learning has the potential to bring about a number of challenges, early data suggests that a possibility of significant positive development may occur as well. Based on these indications, the article will conclude with implications for teacher professionalization going forward.
... ERE was associated with additional costs if families had to purchase technological devices for their children to participate in the digital lessons. This may have further disadvantaged students from low-income families (Eickelmann et al., 2019;Wrase, 2020). Regarding gender, a widening achievement gap might be expected, as female students tend to have higher reading motivation and more frequently read for pleasure than male students (e.g., McElvany et al., 2017;Mullis et al., 2017). ...
Since 2020, the COVID-19 pandemic had an impact on education worldwide. There is increased discussion of possible negative effects on students’ learning outcomes and the need for targeted support. We examined fourth graders’ reading achievement based on a school panel study, representative on the student level, with N = 111 elementary schools in Germany (total: N = 4,290 students, age: 9–10 years). The students were tested with the Progress in International Reading Literacy Study instruments in 2016 and 2021. The analysis focused on (1) total average differences in reading achievement between 2016 and 2021, (2) average differences controlling for student composition, and (3) changes in achievement gaps between student subgroups (i.e., immigration background, socio-cultural capital, and gender). The methodological approach met international standards for the analysis of large-scale assessments (i.e., multiple multi-level imputation, plausible values, and clustered mixed-effect regression). The results showed a substantial decline in mean reading achievement. The decline corresponds to one-third of a year of learning, even after controlling for changes in student composition. We found no statistically significant changes of achievement gaps between student subgroups, despite numerical tendencies toward a widening of achievement gaps between students with and without immigration background. It is likely that this sharp achievement decline was related to the COVID-19 pandemic. The findings are discussed in terms of further research needs, practical implications for educating current student cohorts, and educational policy decisions regarding actions in crises such as the COVID-19 pandemic.
... The pandemic has had a severe impact on education, so much so that more than 90% of students worldwide have missed out on education due to school closures since 9 April 2020 (UNESCO, 2020a). The pandemic has replaced face-to-face education with an amalgam of distance education and homeschooling (Wrase, 2020). However, the Turkish authorities has forgotten to the fact that schools provide students not only with educational materials but also with the opportunity to interact with teachers and peers and receive psychological counseling. ...
We are going through hard times that remind us that good health is the most important thing in life. The COVID-19 pandemic has immensely affected everybody. Measures taken by all countries, including Turkey, to prevent the spread of the coronavirus have deprived students (from preschool to university) of face-to-face education. While the pandemic has had a profound impact on parents and educators, children's lives have been stuck between the "new normal" and the pandemic. This paper investigated how children and their parents experienced the pandemic, how they interacted, and managed educational activities at home. This was a case study, which is a qualitative research method. The sample consisted of 15 families with different sociocultural and socioeconomic status (SES) living in five cities in four regions of Turkey. Data were collected through video-audio recordings, observation notes, and e-interviews. Data were analyzed using second-cycle coding and inductive content analysis. The COVID-19 pandemic caused economic problems, especially in low-and middle-SES families. Economic problems and mental stress impeded the marital interaction patterns of couples, negatively affecting children the most. Upper-SES parents received support from teachers for homeschooling, but other parents faced numerous setbacks and made numerous errors during home-based education, causing parents despair and concern for their children's future. Of all participants, the children of the parents with COVID-19 related health problems were affected by outbreak measures the most. These results can help raise all stakeholders' awareness of the current situation. Given that the COVID-19 pandemic may continue for the foreseeable future, it is believed that the suggestions made to parents and educators for homeschooling can help mitigate the future impacts of the pandemic, especially on preschoolers.
Auch wenn Bildung und Erziehung als Auftrag von Schule bestimmt sind, bleibt fraglich, inwieweit die für den Präsenzunterricht festgesetzten Regularien in Pandemiezeiten durchzuhalten sind. Aus pädagogischer Sicht muss Unterricht durchgehend adäquate Lernangebote bereitstellen, um in der Begegnung mit Kulturgütern für Bildung zu sensibilisieren. Dem Staat obliegt dabei die stetige Pflicht, einen effizienten und auf Chancengleichheit ausgerichteten Unterricht anzubieten.
Since 2020, the COVID-19 pandemic had an impact on education worldwide. There is increased discussion of possible negative effects on students’ learning outcomes and the need for targeted support. We examined fourth graders’ reading achievement based on a school panel study, representative on the student level, with N = 111 elementary schools in Germany (total: N = 4,290 students, age: 9-10 years). The students were tested with the Progress in International Reading Literacy Study instruments in 2016 and 2021. The analysis focused on (1) total average differences in reading achievement between 2016 and 2021, (2) average differences controlling for student composition, and (3) changes in achievement gaps between student subgroups (i.e., immigration background, socio-cultural capital, gender). The methodological approach met international standards for the analysis of large-scale assessments (i.e., multiple multi-level imputation, plausible values, clustered mixed-effect regression). The results showed a substantial decline in mean reading achievement. The decline corresponds to one-third of a year of learning, even after controlling for changes in student composition. We found no statistically significant changes of achievement gaps between student subgroups, despite numerical tendencies towards a widening of achievement gaps between students with and without immigration background. It is likely that this sharp achievement decline was related to the COVID-19 pandemic. The findings are discussed in terms of further research needs, practical implications for educating current student cohorts, and educational policy decisions regarding actions in crises such as the COVID-19 pandemic.
Die COVID-19-Krise führte im März 2020 zur Schließung des gesamten österreichischen Schulbetriebs, was zur Folge hatte, dass Präsenzunterricht durch Distance Learning ersetzt werden musste. Der Beitrag stellt die Ergebnisse einer Master-Thesis vor, die das Ziel verfolgte, die technische und organisatorische Umsetzung von Distance Learning während der COVID-19-Krise an den steirischen Mittelschulen im Sommersemester 2019/20 zu untersuchen. An der schriftlichen Befragung nahmen 69 steirische Mittelschulleitungen teil. Der Beitrag beschreibt die schulischen Anordnungen, die Implementierung der Schulinitiativen und das Arrangement der Tools für Lern- und Lehrszenarien. Die Ergebnisse der Befragung zeigen, dass mehr als die Hälfte der steirischen Mittelschulen im Beobachtungszeitraum im Distance Learning keinem extra dafür erstellten Konzept für dessen Durchführung folgten. Videokonferenzen wurden von vielen Schulleitungen angeordnet und E-Mails stellten das beliebteste Kommunikationsmittel dar. Online Lern- und Arbeitsplattformen wurden vermehrt eingesetzt, aber auch auf das Bereitstellen gedruckter Lernmaterialien wurde großer Wert gelegt.
Die Corona-Pandemie führt zu zahlreichen Herausforderungen für Lehrkräfte und Schüler*innen. Die meist digital aufbereiteten Lern-materialien sollten vor allem während des Lockdowns nur wenig Unterstützung seitens der Lehrkräfte erfordern und die Schüler*innen größtenteils zum selbststän-digen Arbeiten befähigen. Dies bedeutete daher für die Lehrkräfte, möglichst bin-nendifferenzierendes Material zu entwickeln und digital umzusetzen, was z.T. ganz neue Ansätze erforderte. Auch für Eltern ergab sich durch das Homeschooling eine neue Situation, da sie die Rolle der Lehrkräfte zumindest in Teilen mitübernehmen und ihre Kinder beim Lernen zu Hause unterstützen müssen. In diesem Kontext ist davon auszugehen, dass Eltern durch diese zusätzliche Aufgabe neben ihrer eige-nen Berufstätigkeit sowie angesichts nicht immer passgenauer Lernmaterialien für ihre Kinder eine Mehrbelastung erfahren. Dieser Beitrag geht der Thematik des Homeschoolings und der digital zur Verfügung gestellten Materialien nach und greift auf Ergebnisse einer Onlinebefragung von 635 Eltern in Rheinland-Pfalz zurück, die während der Schulschließung durchgeführt wurde. Dabei wird zum einen untersucht, wie das Belastungsempfinden der Eltern in dieser Zeit ausgeprägt ist und welche individuellen Faktoren dieses beeinflussen. Zum anderen wird analysiert, wie das Belastungsempfinden mit der Qualität der bereitgestellten Materialien und der eingeschätzten Medienkompetenz der Lehrkräfte zusammenhängt. Es zeigt sich, dass das Belastungserleben neben persönlichen Unterschieden auch durch die Gestaltung des Lehrmaterials beeinflusst wird.
In diesem Beitrag wird die temporäre und unfreiwillige Situation des Fernunterrichts wegen der Schließung von Schulen aufgrund der Coro-navirus-Pandemie hinsichtlich seiner Ausgestaltung und des Erlebens von Eltern beleuchtet. Auf Grundlage einer Online-Befragung mit 3.995 Müttern und Vätern von Grundschulkindern soll im Besonderen der Frage nachgegangen werden, inwieweit Unterschiede im emotionalen Erleben beim Fernunterricht durch das berufliche didaktische Wissen und die Arbeitssituation der Eltern erklärt werden können. Dazu wurden vier Gruppen von Eltern vor ihrem beruflichen Hintergrund betrachtet. Die Ergebnisse zeigen, dass insbesondere Eltern, die als Lehrkräfte tätig sind, sich geringer beansprucht fühlen, weniger ängstlich sind und deutlich begeisterterer sind, ihre Kinder zuhause beim Lernen zu begleiten. Mit Blick auf diese Ergebnisse wird abschließend diskutiert, wie Eltern-Lehrer*innen-Beziehungen in Zukunft pädagogisch günstig für den Lernerfolg der Schüler*innen ausgestaltet werden können und welche Funktion dabei erweiterte hybride Unterrichtskonzepte erfüllen.
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