Elementary Teachers’ Experiences and Responses to Student Engagement while Teaching Eureka Math Virtually During the Covid-19 Pandemic

<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>

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Teacher Education

Year dc:date.available

2023

Author dc:creator

• Hill, Jamika D.

Contributors dc:contributor

• Dr. Parul Acharya
• Dr. Houbin Fang
• Dr. Richard Rogers

• Social Learning Theory
• Observational Learning
• Virtual Learning
• Early Childhood Education
• Education
• Elementary Education
• Science and Mathematics Education

Language dc:language

English

Repository record dc:identifier

https://csuepress.columbusstate.edu/theses_dissertations/497

OAI identifier oai:identifier

oai:csuepress.columbusstate.edu:theses_dissertations-1499