How does research knowledge about social inequality in education matter during the pandemic? Results of an analysis of a public discourse in Germany

Abstract

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Distance Education in Early Childhood Education During the COVID-19 Pandemic: Teachers’ and Parents’ Perspectives and Experiences in Greece

“…Parents' perceptions about education and distance education, willingness for support and home-school communication, time availability, and socio-economic status play a pivotal role in the effective implementation of distance education. Finally, social inequalities, a prevailing issue that emerged from within this study, which is also supported by extensive extant literature (Kruszewska et al, 2022;Khalid & Singal, 2022;Cheshmehzangi et al, 2022;Bormann & Seong Ng, 2021;Bates et al, 2021) is a key determinant of inequitable access to technological resources, of involvement of parents with children's education, and children's educational quality and academic performance worldwide. Finally, findings revealed three types of parents ("the committed teacher, "the autonomy-supporting coach" and "the committed teacher-intervener") and that PI was defined by parents' perceptions about the importance/benefits and barriers against distance learning, which are overall supported by prior research (Knopik et al, 2021).…”