K-12 education and the impact of COVID-19 on parental responsibility in emergency remote learning

Blystone, Elizabeth

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https://hdl.handle.net/2142/115331 Copy

Description

Title

K-12 education and the impact of COVID-19 on parental responsibility in emergency remote learning

Author(s)

Blystone, Elizabeth

Issue Date

2022-01-28

Director of Research (if dissertation) or Advisor (if thesis)

Kalantzis, Mary

Doctoral Committee Chair(s)

Cope, Bill

Committee Member(s)

• Pak, Yoon
• Fowler, Susan
• Montebello, Matthew

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

Connectivity Schoology Online Contact Interaction Work Internet Overwhelmed Email Primary Communicate Difficult Device Anxiety Technology Computer Responsibilities Planning Language Isolation Digital Zoom Concentrate Glitch 6th Behind Surprise Platform School Family Income Appreciation Personality Hybrid Person District Virtual Motivation Experience Family

Language

eng

Abstract

Parents, teachers, and students have changed from the situation of the COVID-19 pandemic however, the implications to K-12 education are yet to be discovered. The objective of this study was to understand the shift in responsibilities in the lives of parents and their roles in the sudden move to virtual learning because of the impact of the pandemic on schools. This dynamic affected communication of parents with teachers and consequently led to the emergency remote learning experiences of students. An interpretative phenomenological, objective qualitative study was conducted to get a deep understanding of this phenomenon. This study thus explored the experiences of 21 respondents: 7 parents, 12 parent/teachers and 2 teachers. It was revealed that teachers believed that the emergency remote teaching/learning context that involved hybrid teaching produced new insights for them as educators and afforded new technological abilities and versatility. Parents reported that they did their best to support their children’s learning with the resources and skills available to them but needed better support with clear communication from teachers and the school system. It was also found that students’ socioemotional situations impacted require immediate action to close academic gaps that emerged, in the emergency online and hybrid contexts. As a result of this study, recommendations include research into the individual needs of parents, teachers, students, and school administrations.

Graduation Semester

2022-05

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/115331

Copyright and License Information

Copyright 2022 Elizabeth Blystone

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