The purpose of this study was to investigate and understand how middle-grades teachers describe the transition from brick and mortar to online teaching of middle-grades students. A qualitative, descriptive case study design provided the framework for this study. An investigation into the lived experiences of a group of online middle-grades instructors making the transition from a traditional classroom setting to an online environment was conducted using interviews and online journaling.
The questions guiding this study were (a) How does a middle-grade teacher describe the transition from brick and mortar to online teaching of middle-grades learners? (b) What do middle-school teachers recognize as being the most important characteristics, roles, and necessary skills of an online teacher of middle-grades learners? (c) What issues do online middle-school teachers identify as being specific to middle-grades learners?
Data analysis disclosed that transitioning teachers faced many challenges during the transition. Lack of preparedness, loss of control, and an intensified workload were all divulged as some of the areas of concern for transitioning teachers. The results also uncovered additional findings indicating a need to further investigate the roles and responsibilities of middle-grades parents and students who are making the transition to learning online.
","abstract_html":"<p>The purpose of this study was to investigate and understand how middle-grades teachers describe the transition from brick and mortar to online teaching of middle-grades students. A qualitative, descriptive case study design provided the framework for this study. An investigation into the lived experiences of a group of online middle-grades instructors making the transition from a traditional classroom setting to an online environment was conducted using interviews and online journaling.</p> <p>The questions guiding this study were (a) How does a middle-grade teacher describe the transition from brick and mortar to online teaching of middle-grades learners? (b) What do middle-school teachers recognize as being the most important characteristics, roles, and necessary skills of an online teacher of middle-grades learners? (c) What issues do online middle-school teachers identify as being specific to middle-grades learners?</p> <p>Data analysis disclosed that transitioning teachers faced many challenges during the transition. Lack of preparedness, loss of control, and an intensified workload were all divulged as some of the areas of concern for transitioning teachers. The results also uncovered additional findings indicating a need to further investigate the roles and responsibilities of middle-grades parents and students who are making the transition to learning online.</p>","abstract_has_math":false,"creators":["Griffin, Cathy"],"institution":null,"degree_name":"Doctor of Education in Curriculum Studies (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Curriculum, Foundations, and Reading","degree_department":null,"school":null,"contributors":["Judith Repman","Delores Liston","Cheryl Aasheim"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-01-01T08:00:00Z","date_published":"2014-01-01T08:00:00Z","updated_at":"2026-07-24T02:27:52Z","subjects":["ETD","Middle-grades teachers","Middle-grades students","Online teaching","Curriculum and Instruction","Junior High, Intermediate, Middle School Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/1112","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Judith Repman","Delores Liston","Cheryl Aasheim"]},{"key":"dc:creator","label":"Author","values":["Griffin, Cathy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2014-05-27T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Curriculum, Foundations, and Reading"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Curriculum Studies (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Middle-grades teachers","Middle-grades students","Online teaching","Curriculum and Instruction","Junior High, Intermediate, Middle School Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/1112"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to investigate and understand how middle-grades teachers describe the transition from brick and mortar to online teaching of middle-grades students. A qualitative, descriptive case study design provided the framework for this study. An investigation into the lived experiences of a group of online middle-grades instructors making the transition from a traditional classroom setting to an online environment was conducted using interviews and online journaling.
The questions guiding this study were (a) How does a middle-grade teacher describe the transition from brick and mortar to online teaching of middle-grades learners? (b) What do middle-school teachers recognize as being the most important characteristics, roles, and necessary skills of an online teacher of middle-grades learners? (c) What issues do online middle-school teachers identify as being specific to middle-grades learners?
Data analysis disclosed that transitioning teachers faced many challenges during the transition. Lack of preparedness, loss of control, and an intensified workload were all divulged as some of the areas of concern for transitioning teachers. The results also uncovered additional findings indicating a need to further investigate the roles and responsibilities of middle-grades parents and students who are making the transition to learning online.
"]},{"key":"dc:title","label":"Title","values":["Transition from brick and mortar to online teaching: Middle-grade teachers' perspectives"]}]}],"canonical_facts":{"dc:contributor":["Judith Repman","Delores Liston","Cheryl Aasheim"],"dc:creator":["Griffin, Cathy"],"dc:date.available":["2014-05-27T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to investigate and understand how middle-grades teachers describe the transition from brick and mortar to online teaching of middle-grades students. A qualitative, descriptive case study design provided the framework for this study. An investigation into the lived experiences of a group of online middle-grades instructors making the transition from a traditional classroom setting to an online environment was conducted using interviews and online journaling.
The questions guiding this study were (a) How does a middle-grade teacher describe the transition from brick and mortar to online teaching of middle-grades learners? (b) What do middle-school teachers recognize as being the most important characteristics, roles, and necessary skills of an online teacher of middle-grades learners? (c) What issues do online middle-school teachers identify as being specific to middle-grades learners?
Data analysis disclosed that transitioning teachers faced many challenges during the transition. Lack of preparedness, loss of control, and an intensified workload were all divulged as some of the areas of concern for transitioning teachers. The results also uncovered additional findings indicating a need to further investigate the roles and responsibilities of middle-grades parents and students who are making the transition to learning online.
"],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/1112"],"dc:subject":["ETD","Middle-grades teachers","Middle-grades students","Online teaching","Curriculum and Instruction","Junior High, Intermediate, Middle School Education and Teaching"],"dc:title":["Transition from brick and mortar to online teaching: Middle-grade teachers' perspectives"],"thesis:degree_discipline":["Department of Curriculum, Foundations, and Reading"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Curriculum Studies (Ed.D.)"]},"updated_at":"2026-07-24T02:27:52Z"}