Collaborative Research: School family nexus and educational differences during the Covid-19 pandemic and beyond
- Funded by National Science Foundation (NSF)
- Total publications:0 publications
Grant number: 2049594
Grant search
Key facts
Disease
COVID-19Start & end year
20212023Known Financial Commitments (USD)
$230,000Funder
National Science Foundation (NSF)Principal Investigator
Linda RenzulliResearch Location
United States of AmericaLead Research Institution
Purdue UniversityResearch Priority Alignment
N/A
Research Category
Secondary impacts of disease, response & control measures
Research Subcategory
Social impacts
Special Interest Tags
N/A
Study Type
Non-Clinical
Clinical Trial Details
N/A
Broad Policy Alignment
Pending
Age Group
Adults (18 and older)
Vulnerable Population
Unspecified
Occupations of Interest
Unspecified
Abstract
In this project the adaptation of two crucial institutions in the lives of young people -- family and school - in the face of the COVID-19 pandemic and associated measures is investigated. Research involves documentation of interactions between schools and families amid the crisis and analysis of the processes through which schools facilitate the construction of social capital among families even as they have closed school buildings and moved instruction online. Subsequently, links are traced between these family/school interactions and students' learning experiences. Results will inform research and decisions aimed at reducing disparities and fostering resilience.
Data consist primarily of three waves of survey of teachers, parents, and principals for a county school district in a county with considerable demographic and socioeconomic variation. These data are combined with administrative data for the school district as well as data on parent-teacher organizations and data from a statewide teacher survey of working conditions. These data are used to address several research questions, including: 1) how school and family collaboration varies with demographic and socioeconomic status; 2) to what extent this variation is attributable to differences in practices used during the remote learning period across and within schools; 3) to what extent school and family collaboration facilitates access to critical resources for students and their families; 4) to what extent school and family collaboration mitigates learning losses associated with the pandemic and related measures and how that varies by social group.
This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
Data consist primarily of three waves of survey of teachers, parents, and principals for a county school district in a county with considerable demographic and socioeconomic variation. These data are combined with administrative data for the school district as well as data on parent-teacher organizations and data from a statewide teacher survey of working conditions. These data are used to address several research questions, including: 1) how school and family collaboration varies with demographic and socioeconomic status; 2) to what extent this variation is attributable to differences in practices used during the remote learning period across and within schools; 3) to what extent school and family collaboration facilitates access to critical resources for students and their families; 4) to what extent school and family collaboration mitigates learning losses associated with the pandemic and related measures and how that varies by social group.
This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.