Date of Award

2022

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Paul Ciborowski

Second Advisor

Dr. Jan Hammond

Third Advisor

Dr. Paula Lester

Abstract

The COVID-19 pandemic quickly removed teachers from their classroom, and they were forced to enter the world of distance learning. The presented research is unique and ground-breaking as this is the first pandemic in over one-hundred years to this magnitude. This dissertation assesses the impact that the 2020 COVID-19 pandemic had on a diverse group of Nassau County elementary school teachers as they implemented the Response to Intervention (RTI) framework remotely. The Interpretive Phenomenological Analysis (IPA) method was used to reveal the insights of elementary school teachers’ experiences with delivering the RTI model remotely during the coronavirus pandemic. The IPA method was used to guide the researcher in understanding the experiences of elementary school teachers during this historical moment. The investigator employed Vygotsky’s Social-Constructivist theory to better understand the teacher’s role in applying RTI and the foundation of the model. The scholar utilized selective purposive sampling to create a sample that included the necessary components to further explore the research questions. The researcher utilized journaling and recorded interviews on Zoom to collect data and used a computer program to code the interviews after completing the process by hand. To protect the reliability of the study, the investigator also encouraged participants to read through their own interview transcripts. This strategy allowed participants to trust the process and know that their stories would be told their way, using their voices and exact language and expressions. Findings from this study include three themes of time, resources, and specific virtual learning challenges

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