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http://bura.brunel.ac.uk/handle/2438/24477
Title: | Access to mathematics learning for lower secondary students in England during school closures: implications for equity and quality |
Authors: | Taylor, B Hodgen, J Jacques, L Tereshchenko, A Cockerill, M Kwok, RKW |
Keywords: | COVID-19;Opportunity to learn;Mathematics education;Disadvantage;Low attainers;Secondary schools |
Issue Date: | 14-Apr-2022 |
Publisher: | Informa UK Limited |
Citation: | Becky Taylor, Jeremy Hodgen, Laurie Jacques, Antonina Tereshchenko, Maria Cockerill & Rosa Kit Wan Kwok (2022): Access to mathematics learning for lower secondary students in England during school closures: implications for equity and quality, Teachers and Teaching, DOI: 10.1080/13540602.2022.2062717 |
Abstract: | During the initial period of ‘lockdown’ in response to the COVID-19 pandemic, schools in England were closed to the majority of pupils for 15 weeks. We examine how during this time schools provided emergency remote teaching in mathematics to lower secondary pupils with different levels of prior attainment and advantage. Drawing on a mixed-methods study including a survey (N = 49) and interviews (N = 17) with Heads of Mathematics, we analyse schools’ remote learning practices and how school closures have impacted on pupils’ opportunity to learn mathematics (OTL). We find that inequitable distribution of engaged time, mathematical content and quality teaching has disproportionately negatively affected lower-attaining and disadvantaged pupils and is likely to have contributed to a widened attainment gap. We identify opportunities for HOMs to improve remote learning for subsequent school closures and enact equitable policies of distribution that improve OTL for lower-attaining and disadvantaged pupils. |
URI: | http://bura.brunel.ac.uk/handle/2438/24477 |
DOI: | http://dx.doi.org/10.1080/13540602.2022.2062717 |
ISSN: | 1354-0602 1470-1278 |
Appears in Collections: | Dept of Education Research Papers |
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