Teachers' Perceptions of Factors Affecting Math Learning of Eighth-Grade Virtual Students during the COVID-19 Pandemic

Autor/in	Parker, Laura E.
Titel	Teachers' Perceptions of Factors Affecting Math Learning of Eighth-Grade Virtual Students during the COVID-19 Pandemic
Quelle	(2023), (98 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lamar University - Beaumont
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-3158-4
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Mathematics Instruction; Mathematics Achievement; Grade 8; COVID-19; Pandemics; Middle School Teachers; Electronic Learning; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende
Abstract	During the COVID-19 pandemic, many Texas students stayed home and learned virtually for portions or the entirety of the 2020-2021 school year. TEA (2021b) reports indicated virtual learners scored lower than students who returned face-to-face on many assessments. Research question one asked what are the perceived factors that affected 8th-grade math learning during the COVID-19 pandemic by math teachers at a small number of districts in Texas. Research question two inquired how do teachers' perceptions of factors that affected virtual math learning during the COVID-19 pandemic relate to Moore's Transactional Distance Theory. Eleven teachers who taught 8th -grade math during the 2020-2021 school year from four districts in Texas were interviewed for this phenomenological, qualitative study. The interviews were recorded, transcribed, and coded. Three major themes emerged. Teachers' perceived that parental involvement, at-home learning environment, and family values affected student learning. Additionally, data showed teachers' perceived factors were related to Moore's Transactional Distance Theory. These findings illustrate a need for continued and greater family education and engagement, virtual teaching training for pre-service and veteran teachers, and a systematic process for reporting mistreatment through district devices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01