Student engagement is consistently shown by research to be a critical component of student learning. An opportunity to link variables of perceived student engagement, perceived student-teacher relationship and clarity, an in-person learning format, and a remote learning format presented itself when, in March of 2020, all Illinois public schools were mandated by Governor J.B. Pritzker to teach in a fully remote structure due to the COVID-19 pandemic. Student survey data results were examined using Wagner et al’s (2006) 4 C’s model to determine if there were statistically significant differences among student engagement and student-teacher relationships when compared across in-person and remote learning environments. Implications for educators are posed to inform future practice.
","abstract_html":"<p>Student engagement is consistently shown by research to be a critical component of student learning. An opportunity to link variables of perceived student engagement, perceived student-teacher relationship and clarity, an in-person learning format, and a remote learning format presented itself when, in March of 2020, all Illinois public schools were mandated by Governor J.B. Pritzker to teach in a fully remote structure due to the COVID-19 pandemic. Student survey data results were examined using Wagner et al’s (2006) 4 C’s model to determine if there were statistically significant differences among student engagement and student-teacher relationships when compared across in-person and remote learning environments. Implications for educators are posed to inform future practice.</p>","abstract_has_math":false,"creators":["Harter, Douglas K."],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Don Angelaccio"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-12-01T08:00:00Z","date_published":"2021-12-01T08:00:00Z","updated_at":"2026-07-24T03:21:05Z","subjects":["Student engagement","teacher clarity","equity","cultural relevance","distance learning","COVID-19","Online and Distance Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/613","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Don Angelaccio"]},{"key":"dc:creator","label":"Author","values":["Harter, Douglas K."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-11-12T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Student engagement","teacher clarity","equity","cultural relevance","distance learning","COVID-19","Online and Distance Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/613"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Student engagement is consistently shown by research to be a critical component of student learning. An opportunity to link variables of perceived student engagement, perceived student-teacher relationship and clarity, an in-person learning format, and a remote learning format presented itself when, in March of 2020, all Illinois public schools were mandated by Governor J.B. Pritzker to teach in a fully remote structure due to the COVID-19 pandemic. Student survey data results were examined using Wagner et al’s (2006) 4 C’s model to determine if there were statistically significant differences among student engagement and student-teacher relationships when compared across in-person and remote learning environments. Implications for educators are posed to inform future practice.
"]},{"key":"dc:title","label":"Title","values":["Student Engagement and Equitable Student Learning Outcomes"]}]}],"canonical_facts":{"dc:contributor":["Dr. Don Angelaccio"],"dc:creator":["Harter, Douglas K."],"dc:date.available":["2021-11-12T08:00:00Z"],"dc:description.abstract":["Student engagement is consistently shown by research to be a critical component of student learning. An opportunity to link variables of perceived student engagement, perceived student-teacher relationship and clarity, an in-person learning format, and a remote learning format presented itself when, in March of 2020, all Illinois public schools were mandated by Governor J.B. Pritzker to teach in a fully remote structure due to the COVID-19 pandemic. Student survey data results were examined using Wagner et al’s (2006) 4 C’s model to determine if there were statistically significant differences among student engagement and student-teacher relationships when compared across in-person and remote learning environments. Implications for educators are posed to inform future practice.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/613"],"dc:subject":["Student engagement","teacher clarity","equity","cultural relevance","distance learning","COVID-19","Online and Distance Education"],"dc:title":["Student Engagement and Equitable Student Learning Outcomes"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:05Z"}