ABSTRACT
This study focuses on family perspectives of school and home-based learning during the early months of the Covid-19 pandemic, revealing both what is lost and gained as a result of families being more intimately involved in the academic training of their children. Through the use of qualitative interviews, researchers found that parents (1) addressed challenges related to virtual learning on their own, (2) actively guided their children's learning journeys and (3) engaged in collective efforts to ensure the well-being of their children. These findings suggest that as the school systems responded to the pandemic and home became a site of academic learning, the home also became a site of everyday ingenuity as parents applied a kind of pedagogical improvisation and accessed funds of knowledge to design learning spaces and scheduling frameworks. [ FROM AUTHOR] Copyright of Journal of Family Studies is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)