Abstract
Evidence is provided to inform whether the Department for Education managed the move to mainly home-learning effectively. Data is derived with thirty-one parents[1] and three teachers who reflected together on the conduct and consequences of their home-learning experiences, from one small, mixed-primary school located in rural North-West England.
Research involved three cycles, capturing in ‘real-time’ what was happening in a fast-changing landscape. Each cycle corresponded with lockdown phases and considered emerging themes.
Research involved three cycles, capturing in ‘real-time’ what was happening in a fast-changing landscape. Each cycle corresponded with lockdown phases and considered emerging themes.
Original language | English |
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Type | Education Select Committee evidence REF COE0005 |
Number of pages | 7 |
Publication status | Submitted - 16 Mar 2021 |