Time to rethink the teacher-family alliance? Central issues in the “pandemic” literature on home-school cooperation


  • Paola Dusi University of Verona https://orcid.org/0000-0002-0796-5986
  • Audrey Addi-Raccah Department of Educational Policy and Management School of Education - Tel-Aviv University - P.O.B 39040 Tel-Aviv 69978 ISRAEL https://orcid.org/0000-0002-2427-8782




school-family relationships, COVID-19 challenges, bibliometric analysis, emerging issues, parental involvement


COVID-19 added a new dimension to the relationship between school professionals and students’ families: a virtual one. To explore this shift and the associated challenges, we performed a bibliometric analysis of research literature published on the topic to the end of 2021. Our guiding question was: what kind of themes are emerging in literature on the school-family relationship in association with COVID-19? Our search of Scopus, Web of Sciences and ERIC retrieved 286 articles. Using VOSviewer, we conducted a bibliometric analysis based on article keywords to map the field, producing a visual representation of networks of themes. Four clusters emerged: “educational players”, “distance learning”, “partnership” and “social context”. Unsurprisingly, the analysis suggests a shift in the roles of parents and teachers, with the digital sphere becoming central to their relationship. Beyond this, the crisis has cast light on both existing problems and the potential of a partnership based on a genuine sharing of responsibility.


Addi-Raccah, A., & Yemini, M. (2018). What is up? Parental Whatsapp discussion groups in diverse educational settings in Israel. Multicultural Education Review, 10(4), 310–326. https://doi.org/10.1080/2005615X.2018.1532224

Addi-Raccah, A., & Grinshtain, Y. (2018). Teachers' capital in view of intensive parental involvement in school: The case of teachers in high socio-economic status schools in Israel. Research Papers in Education, 33(5), 599–619. https://doi.org/10.1080/02671522.2017.1329339

Addi-Raccah, A., Dusi, P., & Tamir, N. (2021). What Can We Learn About research on Parental Involvement in school? Bibliometric and Thematic Analyses of Academic Journal. Urban Education, advance on line publication. https://doi.org/10.1177/00420859211017978

Ahbabi, N.M.A. (2021). Homeschooling: An Educational option at UAE after the COVID-19 Pandemic. Ilkogretim Online, 20(4). Retrieved January 8, 2022 from http://ilkogretim-online.org/?mno=63580

Aguilar, S.J., Rosenberg, J.M., Greenhalgh, S.P., Fütterer, T., Lishinski, A., & Fischer, C. (2021). A Different Experience in a Different Moment? Teachers’ Social Media Use Before and During the COVID-19 Pandemic. AERA Open, 7. https://doi.org/10.1177/23328584211063898

Anand, A., Kringelum, L., Madsen, C., & Selivanovskikh, L. (2021). Interorganizational Learning Research: a Bibliometric Review and Research Agenda. The Learning Organization, 28(2), 111–136. https://doi.org/10.1108/TLO-02-2020-0023

Arendt, H. (1961). Between Past and Future/Six Exercises in Political Thought. New York: Viking Press.

Atwell, M.N., Bridgeland, J.M., & Manspile, E.P. (2021). Ready to Engage: Perspectives of Teachers and Parents on Social and Emotional Learning and Service-Learning in America’s Public Schools. Civic with Hart research Associates. The Allstate Foundation. Retrieved December 27, 2021 from https://casel.s3.us-east-2.amazonaws.com/ReadyToEngage_Final.pdf

Auduc, J.-L., Duffez, V., Maréchal, E., & Marty, V. (2019). Les relations école-familles. Paris: Dunod.

Barger, M.M., Kim, E.M., Kuncel, N.R., & Pomerantz, E.M. (2019). The relation between parents’ involvement in children’s schooling and children’s adjustment: A meta-analysis. Psychological bulletin, 145(9), 855–890. https://doi.org/10.1037/bul0000201

Barnett, W.S., & Jung, K. (2021). Seven Impacts of the Pandemic on Young Children and Their Parents: Initial Findings from NIEER’s December 2020 Preschool Learning Activities Survey. Research Report. New Brunswick (NJ): National Institute for Early Education Research, The State University of New Jersey.

Barhoumi, M., Blouet, L., Charpentier, A., Cristofoli, S., Fréchou, H., Hubert, T., Iasoni, E., Lermite, A., Michaudon, H., Moyère, R., Odin-Steiner, D., Raffaëlli, Ch., Solnon, A., Stefanou, A., Touahir, M., Traore, B., & Wuillamier, P. (2020). Health crisis of 2020 and pedagogical continuity: the students have learned satisfactorily. Note d’information n. 20.26. Paris: Ministère de l’Éducation Nationale, de la Jeunesse et des Sports, DEPP.

Bates, J., Finlay, J., & O’Connor Bones, U. (2021). “Education cannot cease”: the experiences of parents of primary age children (age 4–11) in Northern Ireland during school closures due to COVID-19. Educational Review. https://doi.org/10.1080/00131911.2021.1974821

BBC (2020, April 3 ). BBC to deliver biggest push on education in its history. BBC Media Centre. Retrieved January 8, 2022 from https://www.bbc.co.uk/mediacentre/latestnews/2020/coronavirus-education

Beattie, M., Wilson, C., & Hendry, G. (2021). Learning from lockdown: examining Scottish primary teachers’ experiences of emergency Remote Teaching. British Journal of Educational Studies, 70(2), 217–234. https://doi.org/10.1080/00071005.2021.1915958

Belay, D.G. (2020). COVID-19, Distance Learning and Educational Inequality in Rural Ethiopia. Pedagogical research, 5(4). https://doi.org/10.29333/pr/9133

Bhamani, S., Makhdoom, A.Z., Bharuchi, V., Ali, N., Kaleem, S., & Ahmed, D. (2020). Home Learning in Times of CoVID: Experiences of Parents. Journal of Education and Educational Development, 7(1), 9–26. Retrieved January 8, 2022 from https://files.eric.ed.gov/fulltext/EJ1259928.pdf

Borgonovi, F., Montt, G. (2012). Parental Involvement in selected PISA countries and economies. OECD Education Working Papers, n. 73. Paris: OECD Publishing.

Borup, J., Stevens, M.A., & Waters, L.H. (2015). Parent and Student Perceptions of Parent Engagement at a Cyber Charter High School. Online Learning, 19(5), 69–91. Retrieved December 27, 2021 from https://files.eric.ed.gov/fulltext/EJ1085792.pdf

Boutte, G.S., & Johnson, G.L. (2014). Community and Family Involvement in Urban Schools. In H.R. Milner IV, & K. Lomotey (Eds.), Handbook of Urban Education (pp. 167–187). London: Routledge.

Bozkurt, A., & Sharma, R.C. (2020). Emergency Remote Teaching in a Time of Global Crisis Due to Coronavirus Pandemic. Asian Journal of Distance Education, 15, 1–6. https://doi.org/10.5281/zenodo.3778083

Brossard, M., Cardoso, M., Kamei, A., Mishra, S., Mizunoya, S., & Reuge, N. (2020). Parental Engagement in Children’s Learning. Innocenti Research Brief 2020-9. Florence: UNICEF – Office of Research – Innocenti. Retrieved December 27, 2021 from https://www.unicef-irc.org/publications/1091-parental-engagement-in-childrens-learning.html

Bubb, S., & Jones, M. (2020). Learning from the COVID-19 home-schooling experience: Listening to pupils, parents/carers and teachers. Improving Schools, 23(3), 209–222. https://doi.org/10.1177/1365480220958797

Budhrani, K., Martin, F., Malabanan, O., & Espiritu, J.L. (2021). How Did Parents Balance It All? Work-From-Home Parents’ Engagement in Academic and Support Roles During Remote Learning. Journal of Online Learning Research, 7(2), 153–184. Retrieved December 27, 2021 from https://www.learntechlib.org/primary/p/218909/

Burdette, P.J., & Greer, D.L. (2014). Online Learning and Students with Disabilities: Parent Perspectives. Journal of Interactive Online Learning, 13(2). Retrieved December 27, 2021 from https://www.ncolr.org/jiol/issues/pdf/13.2.4.pdf

Burke, J., & Dempsey, M. (2020). Covid-19 Practice in Primary Schools in Ireland Report. Maynooth: Maynooth University. Retrieved December 27, 2021 from https://mural.maynoothuniversity.ie/12796/

Carrión-Martínez, J.J., Pinel-Martínez, C., Pérez-Esteban, M.D., & Román-Sánchez, I.M. (2021). Family and School Relationship during COVID-19 Pandemic: A Systematic Review. International Journal of Environmental Research and Public Health, 18(21). https://doi.org/10.3390/ijerph182111710

Castaldi, M.C. (2021). Il rapporto scuola-famiglia nella comunità scolastica post COVID-19: verso una necessaria riscrittura pedagogica. Formazione e insegnamento. Rivista internazionale di Scienze dell’Educazione e della Formazione, 19(2), 205–210. https://doi.org/10.7346/-fei-XIX-02-21_19

Castillo, E., Makris, M.V., & Debs, M. (2021). Integration Versus Meritocracy? Competing Educational Goals During the COVID-19 Pandemic. AERA Open, 7. https://doi.org/10.1177/23328584211065716

Chávez, C., Valenza, M., Rigole, A., & Dreesen, T. (2021). Continuing learning for the most vulnerable during COVID-19: Lessons from Let Us Learn in Afghanistan, Bangladesh, Libera, Madagascar and Nepal. Innocenti Research Brief 2021-02. Florence: UNICEF Office of Research – Innocenti, Education. Retrieved December 27, 2021 from https://www.unicef-irc.org/publications/1211-continuing-learning-for-the-most-vulnerable-during-covid-19-lessons-from-let-us-learn.html

Cheng, X. (2020). Challenges of “School’s Out, But Class’s On” to School Education: Practical Exploration of Chinese Schools during the COVID-19 Pandemic. Sci Insight Education Front, 5(2), 501–516. http://dx.doi.org/10.2139/ssrn.3565605

Chen, X., Chen, J., Wu, D., Xie, Y., & Li, J. (2016). Mapping the research trends by co-word analysis based on keywords from funded project. Procedia Computer Science, 91, 547–555. https://doi.org/10.1016/j.procs.2016.07.140

Crescenza, G., Fiorucci, M., Rossiello, M.C., & Stillo, L. (2021). Education and the pandemic: distance learning and the school-family relationship. Research in Education and Learning Innovation Archives, 26, 73–85. Retrieved December 27, 2021 from https://ojs.uv.es/index.php/realia/article/view/18078

Crozier, G. (1999). It is a case of “We know when we’re not wanted”? The parents’ perspective on parent-teacher roles and relationships. Educational research, 41(3), 315–328. https://doi.org/10.1080/0013188990410306

Cullinane, C., & Montacute, R. (2020). COVID-19 and social mobility. Impact brief #1: School shutdown. The Sutton Trust. Retrieved December 27, 2021 from https://www.suttontrust.com/our-research/covid-19-and-social-mobility-impact-brief/

Davis, C.R., Grooms, J., Ortega, A., Rubalcaba, J.A.A., & Vargas, E. (2021). Distance Learning and Parental Mental Health during COVID-19. Educational Researcher, 50(1), 61–64. http://doi.org/10.3102/0013189X20978806

Davis, C.R., Hartman, H., Turner, M., Norton, T., Sexton, J., Méndez, D., & Méndez, J. (2021). “Listen to the Feedback of Students”: First-Generation College Students Voice Inequalities in Schooling Brought on by the COVID-19 Pandemic. Journal of College Student Retention: Research, Theory and Practice. https://doi.org/10.1177/15210251211066302

Desforges, C., & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievement and adjustment: A literature review. London: Department for Education and Skills.

Díez Gutiérrez, E.J., & Gajardo Espinoza, K. (2020). Educating and Evaluating in Times of Coronavirus: The Situation in Spain. Multidisciplinary Journal of Educational Research, 10(2), 102–134. Retrieved December 27, 2021 from https://pesquisa.bvsalud.org/global-literature-on-novel-coronavirus-2019-ncov/resource/en/covidwho-633834

Doyle, O. (2020, April 9). COVID-19: Exacerbating Educational Inequalities? Dublin: University College Dublin. Retrieved December 27, 2021 from https://publicpolicy.ie/papers/covid-19-exacerbating-educational-inequalities/

Drane, C., Vernon, L., & O’Shea, S. (2020). The impact of ‘learning at home’ on the educational outcomes of vulnerable children in Australia during the COVID-19 pandemic. Literature review. Bentley (WA): National Centre for Student Equity in Higher Education, Curtin University. Retrieved December 27, 2021 from https://www.ncsehe.edu.au/publications/learning-at-home-educational-outcomes-vulnerable-children-australia-covid-19

Dreesen, T., Akseer, S., Brossard, M., Dewan, P., Giraldo, J-P., Kamei, A., Mizunoya, S., & Ortiz, J.S. (2020). Promising practices for equitable remote learning. Emerging lessons from COVID-19 education responses in 127 countries. Innocenti Research Briefs no. 2020-10. Florence: UNICEF Office of Research – Innocenti. Retrieved December 27, 2021 from https://www.unicef-irc.org/publications/1090-promising-practices-for-equitable-remote-learning-emerging-lessons-from-covid.html

Drvodelic, M., Domovic, V., & Pazur, M. (2021). Emergency Remote Education during the COVID-19 Pandemic in Spring 2020: Parents’ Perspective. Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje, 23(3), 675–707. Retrieved December 27, 2021 from https://www.researchgate.net/publication/356915425_Emergency_Remote_Education_during_the_COVID-19_Pandemic_in_Spring_2020_Parents_Perspective

Dusi, P. (2012). The Family-School Relationship in Europe: A Research Review. Ceps Journal, 2(1), 13–34. https://doi.org/10.26529/cepsj.393

Dusi, P. (2019). La responsabilità educativa ai tempi dell’Io “minimo” (Educational Responsibility in the Age of “the Minimal Self”). In M. Amadini, S. Ferrari, & S. Polenghi (Eds.), Comunità e corresponsabilità educativa (Community and Shared Responsibility) (pp. 39–52). Lecce: Pensa Multimedia.

Dusi, P., & Pati, L. (Eds.) (2011). Corresponsabilità educativa. Scuola e famiglia nella sfida multiculturale: una prospettiva europea (Shared responsibility. School and family in the intercultural challenge: a european perspective). Brescia: La Scuola.

Eder, R. (2020). The Remoteness of Remote Learning: A Policy Lesson from COVID19. Journal of Interdisciplinary Studies in Education, 9(1), 168–171. https://doi.org/10.32674/jise.v9i1.2172

Ehren, M.C.M., Madrid, R., Romiti, S., Amstrong, P.W., Fisher, P., & Mc Whorther, D.L. (2021). Teaching in the Covid-19 Era: Understanding the opportunities and Barriers for teachers Agency. Perspective in Education, 39(1), 61–76. https://doi.org/10.18820/2519593X/pie.v39.i1.5

Epstein, J.L. (1986). Toward an integrated theory of school and Family Connections. Report n. 3. Baltimore: Center for research on Elementary & Middle Schools. Retrieved January 7, 2022 from https://eric.ed.gov/?id=ED348130

Epstein, J.L. (2011). School, Family, and Community Partnership: Preparing Educators and Improving Schools. Boulder (CO): Westview Press.

Epstein, J.L. (2019). A Comprehensive Framework: School, Family, and Community Partnerships – Caring for the Children We Share Time for Action Across Countries: Research-Based Approaches for Programs of Family and Community Engagement. In M. Mendel (Ed.), Parent Engagement as Power: Selected Writings (pp. 145–176). Gdansk-Warszawa: Wolters Kluwer.

Ewing, L.A., & Cooper, H.B. (2021). Technology-enabled remote learning during COVID-19: perspectives of Australian teachers, students and parents. Technology, Pedagogy and Education, 30(1), 41–57. https://doi.org/10.1080/1475939X.2020.1868562

Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychological Review, 13(1), 1–22. https://doi.org/10.1023/A:1009048817385

Fettermann, J.V., & Tamariz, A.D.R. (2021). Remote teaching and reframing of practices and roles in education. Texto Livre, 14(1). https://doi.org/10.35699/1983-3652.2021.24941

Fontanesi, L., Marchetti, D., Mazza, C., Di Giandomenico, S., Roma, P., Verrocchio, M.C., & Kendall-Tackett, K. (2020). The Effect of the Covid-19 lockdown on parents. Psychological Trauma: Theory, Research, Practice, and Policy, 12(51), 579–581. https://doi.org/10.1037/tra0000672

Francom, G.M., Lee, S.J., & Pinkney, H. (2021). Technologies, challenges and needs of k-12 teachers in the transition to distance learning during the COVID-19 pandemic. TechTrends, 65(4), 589–601 Retrieved January 17, 2022 from https://link.springer.com/article/10.1007/s11528-021-00625-5

Fontenelle-Tereshchuk, D. (2021). ‘Homeschooling’ and the COVID-19 Crisis: The Insights of Parents on Curriculum and Remote Learning. Interchange, 52(2), 167–191. https://doi.org/10.1007/s10780-021-09420-w

Garcia Jaramillo, S. (2020). COVID-19 and primary and secondary education: the impact of the crisis and public policy implications for Latin America and the Caribbean. UNDP LAC C19 PDS No. 20. New York: UNICEF, UNDP. Retrieved January 7, 2022 from https://www.unicef.org/lac/media/16856/file/CD19-PDS-Number20-UNICEF-Educacion-EN.pdf

González, N., Moll, L.C., & Amanti, C. (2005). Funds of knowledge. Theorizing practices in households, communities, and classrooms. Mahwah: Lawrence Erlbaum Associates.

Goodall, J. (2021). Scaffolding homework for mastery: Engaging parents. Educational Review, 73(6), 669–689. https://doi.org/10.1080/00131911.2019.1695106

Goodall, J., & Montgomery, C. (2014). Parental Involvement to Parental Engagement: A Continuum. Educational Review, 66(4), 399–410. https://doi.org/10.1080/00131911.2013.781576

Graham, H. (2020). Hysteresis and the sociological perspective in a time of crisis. Acta Sociologica, 63(4), 450–452. https://doi.org/10.1177/0001699320961814

Green, F. (2020). Schoolwork in lockdown: new evidence on the epidemic of educational poverty. London: UCL, Centre for Learning and Life Chances in Knowledge Economies and Societies. Retrieved January 5, 2022 from https://www.llakes.ac.uk/wp-content/uploads/2021/03/RP-67-Francis-Green-Research-Paper-combined-file.pdf

Greenhow, C., Lewin, C., & Staudt Willet, K.B. (2021). The educational response to Covid-19 across two countries: a critical examination of initial digital pedagogy adoption. Technology, Pedagogy and Education, 30(1), 7–25. https://doi.org/10.1080/1475939X.2020.1866654

Griffith, A.K. (2022). Parental Burnout and Child Maltreatment During the COVID-19 Pandemic. Journal of Family Violence, 37, 725–731. https://doi.org/10.1007/s10896-020-00172-2

Günbaş, N., & Gözüküçük, M. (2020). Views of elementary school children’s parents about distance education during the Covid-19 pandemic. Sakarya University Journal of Education, 10(3), 686–716. https://doi.org/10.19126/suje.789705

Hallinger, P., & Kovačević, J. (2019). A bibliometric review of research on educational administration: Science mapping the literature, 1960 to 2018. Review of Educational Research, 89(3), 335–369. https://doi.org/10.3102/0034654319830380

Hamad, F.K. (2021). Palestinian Mothers' Perceptions about Online Learning at Public and Private Elementary Schools during COVID-19: Challenges and Recommendations. Pedagogical Research, 6(3). https://doi.org/10.29333/pr/11009

Haneda, M., & Alexander, M. (2015). ESL teacher advocacy beyond the classroom. Teaching and Teacher Education, 49, 149–158. https://doi.org/10.1016/j.tate.2015.03.009

Hargreaves, A., & Fullan, M. (2020). Professional capital after the pandemic: revisiting and revising classic understandings of teachers’ work. Journal of Professional Capital and Community, 5(3-4), 327–336. https://doi.org/10.1108/JPCC-06-2020-0039

He, Y., Bettez, S.C., & Levin, B.B. (2017). Imagined community of education: Voices from refugees and immigrants. Urban Education, 52(8), 957–985. https://doi.org/10.1177/0042085915575579

Henderson, A.T., Mapp, K.L., Johnson, V.R., & Davies, D. (2007). Beyond the bake sale: The essential guide to family-school partnership. New York: The New Press.

Herold, B. (2020, April 10). The disparities in remote learning under coronavirus (in charts). Education Week. Retrieved January 7, 2022 from https://www.edweek.org/technology/the-disparities-in-remote-learning-under-coronavirus-in-charts/2020/04

Hill, N.E., Witherspoon, P.D., & Bartz, D. (2018). Parental involvement in education during middle school: Perspectives of ethnically diverse parents, teachers, and students. The Journal of Educational Research, 111(1), 12–27. https://doi.org/10.1080/00220671.2016.1190910

Hodges, C., Moore, S., Lockee, B., Trust, T., Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. Educause Review. Retrieved January 17, 2022 from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

Housel, D.A. (2021). Supporting the Engagement and Participation of Multicultural, Multilingual Immigrant Families in Public Education in the United States: Some Practical Strategies. School Community Journal, 30(2), 185–209. Retrieved January 17, 2022 from https://www.proquest.com/scholarly-journals/supporting-engagement-participation-multicultural/docview/2479493094/se-2?accountid=49069

Ishimaru, M.A. (2019). Educational and Community Leadership: Unrealized Synergies for Equitable Parent-Family-School Collaboration. In S.B. Sheldon, & T.A. Turner-Vorbeck (Eds.), The Wiley Handbook on family school and Community Relationships in Education (pp. 489–510). Hoboken (NJ): John Wiley and Sons.

Ishimaru, A.M., Torres, K.E., Salvador, J.E., Lott, J., Williams, D.M.C., & Tran, C. (2016). Reinforcing deficit, journeying toward equity: Cultural brokering in family engagement initiatives. American Educational Research Journal, 53(4), 850–882. https://doi.org/10.3102/0002831216657178

Jaramillo, S.J. (2020). COVID-19 and primary and secondary education: the impact of the crisis and public policy implications for Latin America and the Caribbean. UNPD Latin America and the Caribbean#COVID19. Policy Documents Series n. 20. UNICEF. Retrieved January 17, 2022 from https://www.latinamerica.undp.org/content/rblac/en/home/library/crisis_prevention_and_recovery/covid-19-y-educacion-primaria-y-secundaria--repercusiones-de-la-.html

Jeynes, W.H. (2017). A meta-analysis: The relationship between parental involvement and Latino student outcomes. Education and Urban Society, 49(1), 4–28. https://doi.org/10.1177/0013124516630596](https://doi.org/10.1177%2F0013124516630596

Jeynes, W.H. (2018). A practical model for school leaders to encourage parental involvement and parental engagement. School Leadership & Management, 38(2), 147–163. https://doi.org/10.1080/13632434.2018.1434767

Jones, D. (2020). The impact of COVID-19 on Young Children, Families, and Teachers. A Defending the Early Years Report. Jamaica Plain (MA): DEY. Retrieved January 27, 2022 from https://dey.org/wp-content/uploads/2020/09/The-Impact-of-COVID-19-on-Young-Children-Families-and-Teachers-A-DEY-Report-9-8-20-FINAL.pdf

Karakuş, M. (2018). Psychological Capital Research in Social Sciences: A Bibliometric analysis. Electronic International Journal of Education, Arts, and Science, 4(8), 39–58. Retrieved January 17, 2022 from https://www.academia.edu/38445958/Psychological_Capital_Research_in_Social_Sciences_A_Bibliometric_Analysis

Kostelecká, Y., Komárková, T., & Novotná, V. (2021). Remote home-based education as a new phenomenon in the time of the covid-19 pandemic – The experience of Czech families. Journal of Pedagogy/Pedagogický Casopis, 12(1). Retrieved December 27, 2021 from https://sciendo.com/pdf/10.2478/jped-2021-0007

Kurtz, H. (2020, April 10). National survey tracks impact of coronavirus on schools: 10 key findings. Education Week. Retrieved January 17, 2022 from https://www.edweek.org/ew/articles/2020/04/10/national-survey-tracks-impact-of-coronavirus-on.html

Lareau, A., & Horvat, E.M. (1999). Moments of social inclusion and exclusion race, class, and cultural capital in family‐school relationships. Sociology of Education, 72(1), 37–53. https://doi.org/10.2307/2673185

Lee, S.J., Ward, K.P., Chang, O.D., & Downing, K.M. (2021). Parenting activities and the transition to home-based education during the COVID-19 pandemic. Children and Youth Services Review, 122. https://doi.org/10.1016/j.childyouth.2020.105585

Lee, T.S., Lee, Y.S., Lee, J., & Chang, B.C. (2018). Analysis of the intellectual structure of human space exploration research using a bibliometric approach: Focus on human related factors. Acta Astronautica, 143, 169–182. https://doi.org/10.1016/j.actaastro.2017.11.032

León-Nabal, B., Zhang-Yu, C., & Lalueza, J.L. (2021). Uses of Digital Mediation in the School-Families Relationship During the COVID-19 Pandemic. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.687400

Lucas, M., Nelson, J., & Sims, D. (2020). Schools’ responses to Covid-19: Pupil engagement in remote learning. Slough (Berkshire): National foundation for Educational Research. Retrieved January 17, 2022 from https://www.nfer.ac.uk/schools-responses-to-covid-19-pupil-engagement-in-remote-learning/

Manca, S., & Delfino, M. (2021). Adapting educational practices in emergency remote education: Continuity and change from a student perspective. British Journal of Educational Technology, 52(4), 1394–1413. https://doi.org/10.1111/bjet.13098

Mapp, K.L., Johnson, V.R., Strickland, C.S., & Meza, C. (2008). High School Family Centers: Transformative Spaces Linking Schools and Families in Support of Student Learning. Marriage & Family Review, 43(3-4), 338–368. https://doi.org/10.1080/01494920802073205

Majoko, T., & Dudu, A. (2020). Parents’ strategies for home educating their children with Autism Spectrum Disorder during the COVID-19 period in Zimbabwe. International Journal of Developmental Disabilities, ahead of print. https://doi.org/10.1080/20473869.2020.1803025

Mayo, P. (2016). Hegemony and Education under Neoliberalism. Insight from Gramsci. New York: Routledge.

Neece, C., McIntyre, L.L., & Fenning, R. (2020). Examining the impact of COVID-19 in ethnically diverse families with young children with intellectual and developmental disabilities. Journal of Intellectual Disability Research, 64(10), 739–749. https://doi.org/10.1111/jir.12769

Olivos, E.M., & Mendoza, M. (2010). Immigration and educational inequality: Examining latino immigrant parents’ engagement in U.S. public schools. Journal of Immigrant & Refugee Studies, 8(3), 339–357. https://doi.org/10.1080/15562948.2010.501301

Outhwaite, L. (2020). Inequalities in resources in the home learning environment. Briefing Note Series 2. London: UCL, Centre for Education Policy & Equalising Opportunities (CEPEO). Retrieved January 17, 2022 from https://ideas.repec.org/p/ucl/cepeob/2.html

Paseka, A., & Birne, D. (2020). Parental Involvement across European Education System. Critical Perspectives. London: Routledge.

Parczewska, T. (2021). Difficult situations and ways of coping with them in the experiences of parents homeschooling their children during the COVID-19 pandemic in Poland. Education, 49(7), 3–13. https://doi.org/10.1080/03004279.2020.1812689

Pastori, G., Mangiatordi, A., Pagani, V., Pepe, A. (2020). Che ne pensi? La didattica a distanza dal punto di vista dei genitori. Milano: Università degli Studi di Milano-Bicocca. Retrieved January 7, 2022 from http://bit.ly/report-dad

Pati, L. (2019). Scuola e famiglia. Relazione e corresponsabilità educativa (School and family. Relationship and shared responsibility). Brescia: Scholé.

Protopsaltis, S., & Baum, S. (2019). Does online education live up to its promise? A look at the evidence and implications for federal policy. Fairfax (VA): George Mason University, Center for Education Policy and Evaluation. Retrieved January 3, 2022 from https://jesperbalslev.dk/wp-content/uploads/2020/09/OnlineEd.pdf

Rani, R.S. (2020, April 22). Imagine online school in a language you don’t understand. The New York Times. Retrieved January 3, 2022 from https://www.nytimes.com/2020/04/22/us/coronavirus-immigrants-school.html

Rauf, D.S. (2020, April 16). Coronavirus squeezes supply of Chromebooks, iPads, and other digital learning devices. Education Weeks. Retrieved January 3, 2022 from http://www.edweek.org/ew/articles/2020/04/01/coronavirus-squeezes-supply-of-chromebooks-ipads-and.html

Ribeiro, L.M., Cunha, R.S., Silva, M.C., Carvalho, M., & Vital, M.L. (2021). Parental involvement during pandemic times: Challenges and opportunities. Education Sciences, 11(6). https://doi.org/10.3390/educsci11060302

Reimers, F., & Schleicher, A. (2020). Schooling disrupted, schooling rethought. How the Covid-19 pandemic is changing education. Paris: OECD. Retrieved January 3, 2022 from https://globaled.gse.harvard.edu/files/geii/files/education_continuity_%20v3.pdf

Roncaglia, G. (2020). Cosa succede a settembre? Scuola e didattica a distanza ai tempi del COVID-19. Roma-Bari: Laterza.

Save the Children (2021). Guaranteeing Children’s Future. How to end child poverty and social exclusion in Europe. Brussels: Save the Children Europe. Retrieved February 3, 2022 from https://resourcecentre.savethechildren.net/document/guaranteeing-childrens-future-how-to-end-child-poverty-and-social-exclusion-in-european/

Santagati, M., & Barabanti, P. (2020). (Dis)connessi? Alunni, genitori e insegnanti di fronte all’emergenza Covid-19. Media Education, 11(2) 109–125. https://doi.org/10.36253/me-9646

Segev, E. (2022). How to conduct semantic network analysis. In E. Segev (Ed.), Semantic Network Analysis in Social Sciences (pp. 16–31). New York – London: Routledge.

Shumow, L., & Moya, J. (2019). Student Learning: The Essence of Family, School, and Community Partnerships. In S.B. Sheldon, & T.A. Turner-Vorbeck (Eds.), The Wiley Handbook on family school and Community Relationships in Education (pp.141–162). Hoboken (NJ): John Wiley and Sons.

Smith, T.E., Reinke, W.M., Herman, K.C., & Huang, F. (2019). Understanding family-school engagement across and within elementary-and middle-school contexts. School Psychology, 34(4), 363–375. https://doi.org/10.1037/spq0000290

Sosa, M.J. (2021). Emergency Remote Education, Family Support and the Digital Divide in the Context of the COVID-19 Lockdown. International Journal of Environmental Research and Public Health, 18(15). https://doi.org/10.3390/ijerph18157956

Sundaram, N., Bonell, C., Ladhani, S., Langan, S.M., Baawuah, F., Okike, I., Ahmad, S., Beckmann, J., Gargstang, J., Brent, B., Brent, J.A., Amin-Chowdhury, Z., Aiano, F., & Hargreaves, J. (2021). Implementation of preventive measures to prevent COVID-19: a national study of English primary schools in summer 2020. Health Education Research, 36(3), 272–285. https://doi.org/10.1093/her/cyab016

Szente, J. (2020). Live virtual sessions with toddlers and preschoolers amid COVID-19: Implications for early childhood teacher education. Journal of Technology and Teacher Education, 28(2), 373–380. Retrieved January 27, 2022 from https://www.learntechlib.org/primary/p/216174/

Thompson, I., Willemse, M., Mutton, T., Burn, K., & De Bruïne, E. (2018). Teacher education and family school partnerships in different contexts: A cross country analysis of national teacher education framework across a range of European countries. Journal of Education for Teaching, 44(3), 258–277. https://doi.org/10.1080/02607476.2018.1465621

Thorell, L.B., Skoglund, C.B., de la Peña, A.G., Baeyens, D., Fuermaier, A., Groom, M., Christiansen, H., et al. (2020, September 25). Psychosocial effects of homeschooling during the COVID-19 pandemic: Differences between seven European countries and between children with and without mental health conditions. PsyArXiv Preprints. https://doi.org/10.31234/osf.io/68pfx

UNESCO (2002). Open and Distance Learning: Trends, Policy and Strategy Considerations. Paris: UNESCO. Retrieved January 22, 2022 from https://unesdoc.unesco.org/ark:/48223/pf0000128463

UNESCO (2020). 10 recommendations to plan distance learning solutions. Retrieved January 22, 2022 from https://en.unesco.org/news/covid-19-10-recommendations-plan-distance-learning-solutions

UNICEF (2020a). COVID-19 and school closures: one year of education disruption. Retrieved January 22, 2022 from https://education4resilience.iiep.unesco.org/en/resources/2021/covid-19-and-school-closures-one-year-education-disruption

UNICEF (2020b, April 20). UNICEF and Microsoft launch global learning platform to help address COVID-19 education crisis. Retrieved January 22, 2022 from https://www.unicef.org/press-releases/unicef-and-microsoft-launch-global-learning-platform-help-address-covid-19-education

Van Eck, N.J., Waltman, L., & Glänzel, W. (2017). Citation-based clustering of publications using CitNetExplorer and VOSviewer. Scientometrics, 111(2), 1053–1070. https://doi.org/10.1007/s11192-017-2300-7

Van Voorhis, F.L., Maier, M.F., Epstein, J.L., Lloyd, C.M. (2013). The Impact of Family Involvement on the Education of Children Ages 3 to 8: A Focus on Literacy and Math Achievement Outcomes and Social-Emotional Skills. New York: MDRC.

Varela, D.G., & Fedynich, L.C. (2021). Teaching from a Social Distance: Teacher Experiences in the Age of COVID-19. Research in Higher Education Journal, 39. Retrieved January 22, 2022 from https://files.eric.ed.gov/fulltext/EJ1293887.pdf

Waller, W. (1932). The sociology of teaching. New York: John Wiley and Sons.

Walsh, G., Purdy, N., Dunn, J., Jones, S., Harris, J., & Ballentine, M. (2020). Homeschooling in Northern Ireland during the COVID-19 crisis: The experiences of parents and carers. Belfast: Centre for Research in Educational Underachievement, Stranmillis University College. Retrieved January 22, 2022 from https://www.stran.ac.uk/research-paper/creu-home-schooling-during-covid/

Weber, C., Helm, C., & Kemethofer, D. (2021). Are Social and Ethnic Reading Inequalities Increasing During School Closures? – The Mediating Role of Parental Involvement in Distance Learning. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.737064

Weldali, M. (2020, March 18). Education Ministry begins airing of school lessons on TV channel. The Jordan Times. Retrieved January 11, 2022 from http://www.jordantimes.com/news/local/education-ministry-begins-airing-school-lessons-tv-channel

Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107–114. https://doi.org/10.1080/17439884.2020.1761641

Xia, J. (2020). Practical exploration of school-family cooperative education during the COVID-19 epidemic: A case study of Zhenjiang Experimental School in Jiangsu province, China. Best Evid Chin Edu, 4(2), 521–528. http://dx.doi.org/10.2139/ssrn.3555523

Yamamura, E., & Tsutsui, Y. (2021). Impact of closing schools on mental health during the COVID-19 pandemic: Evidence using panel data from Japan. arXivLabs. https://doi.org/10.48550/arXiv.2101.08476

Yamauchi, L.A., Ponte, E., Ratliffe, K.T., & Traynor, K. (2017). Theoretical and conceptual frameworks used in research on family-school partnerships. School Community Journal, 27(2), 9–34. Retrieved January 22, 2022 from https://files.eric.ed.gov/fulltext/EJ1165647.pdf

Yates, S., Dickinson, H., Smith, C., & Tani, M. (2021). Flexibility in individual funding schemes: How well did Australia’s National Disability Insurance Scheme support remote learning for students with disability during COVID-19?. Social Policy & Administration, 55(5), 906–920. https://doi.org/10.1111/spol.12670

Yavich, R., & Davidovitch, N. (2021). The Effect of Assimilating Learning Management System on Parent Involvement in Education. World Journal of Education, 11(3), 60–72. https://doi.org/10.5430/wje.v11n3p60

Yosso, T.J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91. https://doi.org/10.1080/1361332052000341006

Zhang, X. (2021). Barriers and benefits of primary caregivers’ involvement in children’s education during COVID-19 school closures. International Journal of Disaster Risk Reduction, 66. https://doi.org/10.1016/j.ijdrr.2021.102570

Zupic, I., & Čater, T. (2015). Bibliometric methods in management and organization. Organizational Research Methods, 18(3), 429–472. https://doi.org/10.1177/1094428114562629




How to Cite

Dusi, P., & Addi-Raccah, A. (2022). Time to rethink the teacher-family alliance? Central issues in the “pandemic” literature on home-school cooperation. Encyclopaideia, 26(63), 7–29. https://doi.org/10.6092/issn.1825-8670/14838