Date of Award
1-24-2024
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Topeka Singleton
Second Advisor
Jodi Elder
Committee Members
Eric Scudamore
Call Number
LD 251 .A566d 2023 B69
Abstract
In the spring of 2020, the academic school year for all educational institutions was tremendously impacted by the COVID-19 pandemic, which caused great concern with school administrations, teachers, parents, students, and their communities. In the fall of 2020 and the following two years, many school decision-makers responded by offering students options to attend either in-person, virtually, or both. Unfortunately, the decisions obstructed the learning capabilities of the minority student population, affecting their academic and social well-being. This qualitative case study explored how teachers rapidly pivoted from their natural face-to-face classroom settings and the challenges and barriers encountered while creating new learning environments. In addition, the study analyzed how the critical shift in the educators’ teaching styles impacted their abilities to engage their underrepresented students to minimize learning gaps in the school districts they served in Northeast Arkansas. Guided by the critical race theory framework, the study demonstrated how educating students was based on the social construction of race aligned with the abrupt result of the transition from classroom to virtual learning.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Bowens, Pacey, "A Qualitative Study on the Impact Of COVID-19 On the Transition from Classroom to Virtual Learning Among Elementary School Teachers with Underrepresented Students in A Rural School District" (2024). Student Theses and Dissertations. 128.
https://arch.astate.edu/all-etd/128
