Theses and Dissertations

Date of Award

2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Sandra Trotman

Committee Member

Anne Joslin

Committee Member

Kimberly Durham

Keywords

middle school teachers, online K-12 instruction, remote instruction, science instruction, TRACK

Abstract

The COVID-19 pandemic significantly disrupted education worldwide, compelling schools to adopt remote teaching and learning. This phenomenological study examined the lived experiences of six middle school science teachers in an Alabama school district during this period. Data were collected through interviews and reflective journals maintained for 2 weeks following the interview. The research investigated how teachers navigated shifting instruction to remote settings, engaged students, assessed and monitored their progress, and managed challenges. Guided by the technological pedagogical and content knowledge (TPACK) framework, findings revealed that teachers leveraged a combination of technological, pedagogical, and content knowledge to adapt their instruction. Despite limited preparation and support, they employed various technologies and apps for engagement, implemented flexible assessment strategies, and used tools to monitor participation. However, significant challenges emerged, including student inequity, diminished engagement in home environments, and the difficulty of teaching hands-on science remotely. The study underscores the need for robust support systems to help educators transition traditional practices to remote or blended learning environments. These findings carry long-term implications for sustaining effective blended teaching approaches as education evolves in a postpandemic world.

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