The Covid-19 Pandemic shifted the structure of public education by forcing public schools in Georgia and across the world to shift from a traditional, face-to-face model to a virtual model. This study was conducted to explore elementary teachers’ experiences and responses to issues with student engagement in their virtual Eureka Math classrooms during the Covid-19 Pandemic. A qualitative research design was used to conduct a hermeneutic, phenomenological study that included a document analysis, classroom observations, and semi-structured interviews using six elementary school teachers as participants. The resulting data was coded and triangulated using the thematic analysis of overarching themes, which provided insight into the participants’ experiences and responses to issues with student engagement in their virtual Eureka Math classrooms during the Covid-19 Pandemic. This study provides insight into teachers’ need for yearly emergency virtual learning trainings on how to foster student engagement in their virtual Eureka Math classrooms, as well as students’ needs for virtual classrooms that aim to reduce and possibly eliminate boredom and distractions.
","abstract_html":"<p>The Covid-19 Pandemic shifted the structure of public education by forcing public schools in Georgia and across the world to shift from a traditional, face-to-face model to a virtual model. This study was conducted to explore elementary teachers’ experiences and responses to issues with student engagement in their virtual Eureka Math classrooms during the Covid-19 Pandemic. A qualitative research design was used to conduct a hermeneutic, phenomenological study that included a document analysis, classroom observations, and semi-structured interviews using six elementary school teachers as participants. The resulting data was coded and triangulated using the thematic analysis of overarching themes, which provided insight into the participants’ experiences and responses to issues with student engagement in their virtual Eureka Math classrooms during the Covid-19 Pandemic. This study provides insight into teachers’ need for yearly emergency virtual learning trainings on how to foster student engagement in their virtual Eureka Math classrooms, as well as students’ needs for virtual classrooms that aim to reduce and possibly eliminate boredom and distractions.</p>","abstract_has_math":false,"creators":["Hill, Jamika D."],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. Parul Acharya","Dr. Houbin Fang","Dr. Richard Rogers"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-01-01T08:00:00Z","date_published":"2023-01-01T08:00:00Z","updated_at":"2026-07-24T01:45:08Z","subjects":["Social Learning Theory","Observational Learning","Virtual Learning","Early Childhood Education","Education","Elementary Education","Science and Mathematics Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/497","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Parul Acharya","Dr. Houbin Fang","Dr. Richard Rogers"]},{"key":"dc:creator","label":"Author","values":["Hill, Jamika D."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-11-01T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Social Learning Theory","Observational Learning","Virtual Learning","Early Childhood Education","Education","Elementary Education","Science and Mathematics Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/497"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The Covid-19 Pandemic shifted the structure of public education by forcing public schools in Georgia and across the world to shift from a traditional, face-to-face model to a virtual model. This study was conducted to explore elementary teachers’ experiences and responses to issues with student engagement in their virtual Eureka Math classrooms during the Covid-19 Pandemic. A qualitative research design was used to conduct a hermeneutic, phenomenological study that included a document analysis, classroom observations, and semi-structured interviews using six elementary school teachers as participants. The resulting data was coded and triangulated using the thematic analysis of overarching themes, which provided insight into the participants’ experiences and responses to issues with student engagement in their virtual Eureka Math classrooms during the Covid-19 Pandemic. This study provides insight into teachers’ need for yearly emergency virtual learning trainings on how to foster student engagement in their virtual Eureka Math classrooms, as well as students’ needs for virtual classrooms that aim to reduce and possibly eliminate boredom and distractions.
"]},{"key":"dc:title","label":"Title","values":["Elementary Teachers’ Experiences and Responses to Student Engagement while Teaching Eureka Math Virtually During the Covid-19 Pandemic"]}]}],"canonical_facts":{"dc:contributor":["Dr. Parul Acharya","Dr. Houbin Fang","Dr. Richard Rogers"],"dc:creator":["Hill, Jamika D."],"dc:date.available":["2023-11-01T07:00:00Z"],"dc:description.abstract":["The Covid-19 Pandemic shifted the structure of public education by forcing public schools in Georgia and across the world to shift from a traditional, face-to-face model to a virtual model. This study was conducted to explore elementary teachers’ experiences and responses to issues with student engagement in their virtual Eureka Math classrooms during the Covid-19 Pandemic. A qualitative research design was used to conduct a hermeneutic, phenomenological study that included a document analysis, classroom observations, and semi-structured interviews using six elementary school teachers as participants. The resulting data was coded and triangulated using the thematic analysis of overarching themes, which provided insight into the participants’ experiences and responses to issues with student engagement in their virtual Eureka Math classrooms during the Covid-19 Pandemic. This study provides insight into teachers’ need for yearly emergency virtual learning trainings on how to foster student engagement in their virtual Eureka Math classrooms, as well as students’ needs for virtual classrooms that aim to reduce and possibly eliminate boredom and distractions.
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