Teaching and learning during the first COVID-19 school lockdown: Realization and associations with parent-perceived students' academic outcomes

Abstract. Due to the COVID-19 pandemic, all schools in Germany were locked down for several months 2020. How realized teaching during school lockdown greatly varied from school. N = 2,647 parents participated an online survey and rated following activities of teachers mathematics, language arts (German), English, science/biology lockdown: frequency sending task assignments, solutions requesting solutions, giving task-related feedback, grading tasks, providing lessons per videoconference, communicating via telecommunication tools with students and/or parents. Parents also reported student academic outcomes (child's learning motivation, competent independent learning, progress). further characteristics social background variables: child's negative emotionality, engagement, mathematical competencies, cultural capital. Data separately analyzed elementary secondary schools. In both samples, student-teacher communication was associated outcomes, except progress Frequency parent-teacher motivation progress, but not samples. Other distant differentially related students' vs. School engagement explained most additional variance lockdown. Parent's highest leaving certificate incrementally predicted school, as well The variable “child has own bedroom” additionally Thus, children's independently important progress. Results are discussed regard their practical implications realizing teaching.