2026-09-19T04:52:26Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/115331 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-11-11 without embargo terms The student, Elizabeth Blystone, accepted the attached license on 2022-01-27 at 14:16. The student, Elizabeth Blystone, submitted this Dissertation for approval on 2022-01-27 at 14:38. This Dissertation was approved for publication on 2022-01-28 at 15:45. DSpace SAF Submission Ingestion Package generated from Vireo submission #17490 on 2022-11-11 at 13:04:17 Kalantzis, Mary Cope, Bill Pak, Yoon Fowler, Susan Montebello, Matthew 2022-05 application/pdf en text K-12 education and the impact of COVID-19 on parental responsibility in emergency remote learning Blystone, Elizabeth 2022-01-28 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 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. Thesis eng https://hdl.handle.net/2142/115331 Copyright 2022 Elizabeth Blystone Ed.D. Dissertation Educ Policy, Orgzn & Leadrshp University of Illinois at Urbana-Champaign Educ Policy, Orgzn & Leadrshp