{"id":68783,"date":"2023-12-02T07:18:19","date_gmt":"2023-12-02T06:18:19","guid":{"rendered":"https:\/\/www.wifo.ac.at\/publication\/ausmass-und-effekte-von-schulschliessungen\/"},"modified":"2024-04-20T13:38:41","modified_gmt":"2024-04-20T11:38:41","slug":"ausmass-und-effekte-von-schulschliessungen","status":"publish","type":"publication","link":"https:\/\/www.wifo.ac.at\/en\/publication\/68783\/","title":{"rendered":"Extent and Effects of School Closures"},"content":{"rendered":"","protected":false},"featured_media":0,"template":"","class_list":["post-68783","publication","type-publication","status-publish","hentry"],"acf":{"subtitle":"Austria in International Comparison","text":"The measures against the COVID-19 pandemic led to the (partial) closure of schools in most EU countries. International data on school closures show that Austria behaved similarly to most of the other countries studied in the initial phase of the pandemic. In the second phase between September 2020 and June 2021, however, schools were closed for a comparatively long time, while other countries got through the COVID-19 pandemic without further school closures. Most of the international literature on the effects of school closures shows that school closures due to the COVID-19 pandemic particularly affected the younger schoolchildren as well as the group of schoolchildren from socio-economically disadvantaged households, so that a sustainable support focus should be placed on these groups. So far, only survey findings on the effects of school closures are available for Austria. Now it is important to supplement these findings with standardised achievement tests to further develop the package of support hours in a targeted and evidence-based manner. ","onlinedate":"2021-12-21 12:00:00","lang":"German","publication_series":"","publication_date":"20211201","publication_date_year":"","publication_date_full":false,"publication_num_pages":"11","keywords":"[]","jelcodes":"[]","related_publications":"[]","pdf":254403,"zip":null,"link":"","monthly_report":true,"monthly_report_main":false,"monthly_report_volume":"","monthly_report_pages":"","monthly_report_pages_sort":"0","issue":"15","journal":"WIFO Research Briefs","publisher":"","invisible":false,"external":false,"embargo_date":"2021-12-21 12:00:00","types":[44390],"research_groups":[3510],"collaboration":"","persons":[3822,4401],"persons_data":"[{\"personId\":3822,\"personName\":\"Julia Bock-Schappelwein\",\"organisationNames\":[]},{\"personId\":4401,\"personName\":\"Ulrike Famira-M\u00fchlberger\",\"organisationNames\":[]}]","clients":[10942],"subclients":[],"partners":[],"topics":[],"host_publication_title":"","host_publication_subtitle":"","place_of_publication":"","host_publication_editors":"[]","type_description":"","output_media":"","chapter":"","article_number":"","citations":"{\"apa\":\"<div class=\\\"rendering rendering_researchoutput  rendering_researchoutput_apa rendering_contributiontoperiodical rendering_apa rendering_contributiontoperiodical_apa\\\"><span>Bock-Schappelwein, J.<\\\/span><span>, &amp; Famira-M\u00fchlberger, U.<\\\/span> (2021). <span>Ausma\u00df und Effekte von Schulschlie\u00dfungen: \u00d6sterreich im internationalen Vergleich<\\\/span>. <span><em>WIFO Research Briefs<\\\/em><\\\/span>, (15).<\\\/div>\",\"vancouver\":\"<div class=\\\"rendering rendering_researchoutput  rendering_researchoutput_vancouver rendering_contributiontoperiodical rendering_vancouver rendering_contributiontoperiodical_vancouver\\\"><span>Bock-Schappelwein J<\\\/span><span>, Famira-M\u00fchlberger U<\\\/span>. <span class=\\\"title\\\"><span>Ausma\u00df und Effekte von Schulschlie\u00dfungen: <span class=\\\"subtitle\\\">\u00d6sterreich im internationalen Vergleich<\\\/span><\\\/span><\\\/span>. <span>WIFO Research Briefs<\\\/span>. 2021 Dec 21;(15).<\\\/div>\",\"bibtex\":\"<div class=\\\"rendering rendering_researchoutput  rendering_researchoutput_bibtex rendering_contributiontoperiodical rendering_bibtex rendering_contributiontoperiodical_bibtex\\\"><div>@misc{273c07394c714824be8a852702116c3b,<\\\/div><div>  title    = \\\"Ausma{\\\\ss} und Effekte von Schulschlie{\\\\ss}ungen: {\\\\\\\"O}sterreich im internationalen Vergleich\\\",<\\\/div><div>  abstract = \\\"Die Ma{\\\\ss}nahmen gegen die COVID-19-Pandemie haben dazu gef{\\\\\\\"u}hrt, dass Schulen in den meisten EU-L{\\\\\\\"a}ndern (zum Teil) geschlossen wurden. Internationale Daten zu Schulschlie{\\\\ss}ungen zeigen, dass sich {\\\\\\\"O}sterreich in der Anfangsphase der Pandemie {\\\\\\\"a}hnlich wie die meisten anderen untersuchten L{\\\\\\\"a}nder verhielt. In der zweiten Phase zwischen September 2020 und Juni 2021 waren die Schulen jedoch vergleichsweise lange geschlossen, w{\\\\\\\"a}hrend andere L{\\\\\\\"a}nder ohne weitere Schulschlie{\\\\ss}ungen durch die COVID-19-Pandemie kamen. Die internationale Literatur zu den Effekten von Schulschlie{\\\\ss}ungen zeigt mehrheitlich, dass Schulschlie{\\\\ss}ungen durch die COVID-19-Pandemie vor allem die j{\\\\\\\"u}ngeren Schulkinder als auch die Gruppe der Schulkinder aus sozio{\\\\\\\"o}konomisch benachteiligten Haushalten besonders getroffen haben, sodass ein nachhaltiger F{\\\\\\\"o}rderfokus auf diese Gruppen gelegt werden sollte. F{\\\\\\\"u}r {\\\\\\\"O}sterreich liegen bislang nur Befragungsbefunde zu den Auswirkungen von Schulschlie{\\\\ss}ungen vor. Nun gilt es, diese Erkenntnisse um standardisierte Leistungstests zu erg{\\\\\\\"a}nzen, um das F{\\\\\\\"o}rderstundenpaket gezielt und evidenzbasiert weiterzuentwickeln.\\\",<\\\/div><div>  author   = \\\"Julia Bock-Schappelwein and Ulrike Famira-M{\\\\\\\"u}hlberger\\\",<\\\/div><div>  note     = \\\"Ausma{\\\\ss} und Effekte von Schulschlie{\\\\ss}ungen. {\\\\\\\"O}sterreich im internationalen Vergleich\\\",<\\\/div><div>  year     = \\\"2021\\\",<\\\/div><div>  month    = dec,<\\\/div><div>  day      = \\\"21\\\",<\\\/div><div>  language = \\\"Deutsch\\\",<\\\/div><div>  journal  = \\\"WIFO Research Briefs\\\",<\\\/div><p>}<\\\/p><\\\/div>\",\"ris\":\"<div class=\\\"rendering rendering_researchoutput  rendering_researchoutput_ris rendering_contributiontoperiodical rendering_ris rendering_contributiontoperiodical_ris\\\"><p>TY  - GEN<\\\/p><p>T1  - Ausma\u00df und Effekte von Schulschlie\u00dfungen<\\\/p><p>T2  - \u00d6sterreich im internationalen Vergleich<\\\/p><p>AU  - Bock-Schappelwein, Julia<\\\/p><p>AU  - Famira-M\u00fchlberger, Ulrike<\\\/p><p>N1  - Ausma\u00df und Effekte von Schulschlie\u00dfungen. \u00d6sterreich im internationalen Vergleich<\\\/p><p>PY  - 2021\\\/12\\\/21<\\\/p><p>Y1  - 2021\\\/12\\\/21<\\\/p><p>N2  - Die Ma\u00dfnahmen gegen die COVID-19-Pandemie haben dazu gef\u00fchrt, dass Schulen in den meisten EU-L\u00e4ndern (zum Teil) geschlossen wurden. Internationale Daten zu Schulschlie\u00dfungen zeigen, dass sich \u00d6sterreich in der Anfangsphase der Pandemie \u00e4hnlich wie die meisten anderen untersuchten L\u00e4nder verhielt. In der zweiten Phase zwischen September 2020 und Juni 2021 waren die Schulen jedoch vergleichsweise lange geschlossen, w\u00e4hrend andere L\u00e4nder ohne weitere Schulschlie\u00dfungen durch die COVID-19-Pandemie kamen. Die internationale Literatur zu den Effekten von Schulschlie\u00dfungen zeigt mehrheitlich, dass Schulschlie\u00dfungen durch die COVID-19-Pandemie vor allem die j\u00fcngeren Schulkinder als auch die Gruppe der Schulkinder aus sozio\u00f6konomisch benachteiligten Haushalten besonders getroffen haben, sodass ein nachhaltiger F\u00f6rderfokus auf diese Gruppen gelegt werden sollte. F\u00fcr \u00d6sterreich liegen bislang nur Befragungsbefunde zu den Auswirkungen von Schulschlie\u00dfungen vor. Nun gilt es, diese Erkenntnisse um standardisierte Leistungstests zu erg\u00e4nzen, um das F\u00f6rderstundenpaket gezielt und evidenzbasiert weiterzuentwickeln.<\\\/p><p>AB  - Die Ma\u00dfnahmen gegen die COVID-19-Pandemie haben dazu gef\u00fchrt, dass Schulen in den meisten EU-L\u00e4ndern (zum Teil) geschlossen wurden. Internationale Daten zu Schulschlie\u00dfungen zeigen, dass sich \u00d6sterreich in der Anfangsphase der Pandemie \u00e4hnlich wie die meisten anderen untersuchten L\u00e4nder verhielt. In der zweiten Phase zwischen September 2020 und Juni 2021 waren die Schulen jedoch vergleichsweise lange geschlossen, w\u00e4hrend andere L\u00e4nder ohne weitere Schulschlie\u00dfungen durch die COVID-19-Pandemie kamen. Die internationale Literatur zu den Effekten von Schulschlie\u00dfungen zeigt mehrheitlich, dass Schulschlie\u00dfungen durch die COVID-19-Pandemie vor allem die j\u00fcngeren Schulkinder als auch die Gruppe der Schulkinder aus sozio\u00f6konomisch benachteiligten Haushalten besonders getroffen haben, sodass ein nachhaltiger F\u00f6rderfokus auf diese Gruppen gelegt werden sollte. F\u00fcr \u00d6sterreich liegen bislang nur Befragungsbefunde zu den Auswirkungen von Schulschlie\u00dfungen vor. Nun gilt es, diese Erkenntnisse um standardisierte Leistungstests zu erg\u00e4nzen, um das F\u00f6rderstundenpaket gezielt und evidenzbasiert weiterzuentwickeln.<\\\/p><p>M3  - WIFO-Schriftenreihen<\\\/p><p>JO  - WIFO Research Briefs<\\\/p><p>JF  - WIFO Research Briefs<\\\/p><p>ER  - <\\\/p><\\\/div>\"}","scientific_assistance":"[\"Weing\u00e4rtner Stefan\"]","scientific_review":"[]","version":"","release_date":null,"expiration_date":null,"surveyor":"","research_assistance":"","edv":"","additional_info_de":"","additional_info_en":""},"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v28.0 (Yoast SEO v28.0) - https:\/\/yoast.com\/product\/yoast-seo-premium-wordpress\/ -->\n<title>Extent and Effects of School Closures - WIFO<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.wifo.ac.at\/en\/publication\/68783\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Extent and Effects of School Closures\" \/>\n<meta property=\"og:url\" content=\"https:\/\/www.wifo.ac.at\/en\/publication\/68783\/\" \/>\n<meta property=\"og:site_name\" content=\"WIFO\" \/>\n<meta property=\"article:publisher\" content=\"https:\/\/www.facebook.com\/WIFOat\/\" \/>\n<meta property=\"article:modified_time\" content=\"2024-04-20T11:38:41+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/www.wifo.ac.at\/wp-content\/uploads\/2024\/05\/WIFO-Gebaeude-FotoAlexanderMueller-www.alexandermueller.at-IMG_6326-Bearbeitet-1.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"1920\" \/>\n\t<meta property=\"og:image:height\" content=\"1280\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:site\" content=\"@WIFOat\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/www.wifo.ac.at\\\/en\\\/publication\\\/68783\\\/\",\"url\":\"https:\\\/\\\/www.wifo.ac.at\\\/en\\\/publication\\\/68783\\\/\",\"name\":\"Extent and Effects of School Closures - 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