Degree Date

12-2021

Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Educational Leadership

First Advisor

Dr. Don Angelaccio

Abstract

Student engagement is consistently shown by research to be a critical component of student learning. An opportunity to link variables of perceived student engagement, perceived student-teacher relationship and clarity, an in-person learning format, and a remote learning format presented itself when, in March of 2020, all Illinois public schools were mandated by Governor J.B. Pritzker to teach in a fully remote structure due to the COVID-19 pandemic. Student survey data results were examined using Wagner et al’s (2006) 4 C’s model to determine if there were statistically significant differences among student engagement and student-teacher relationships when compared across in-person and remote learning environments. Implications for educators are posed to inform future practice.

Comments

I dedicate this project with deep gratitude to three individuals who mean the most to me and have supported me throughout my personal, educational, and professional life. First, my wife, Marge, the most capable educator that I’ve ever encountered. I would not be who I am without her as my other 99%. In addition, my children, DeLaney and Drew, who have been able to combine successful academics with outstanding artistic talents.

“The future belongs to young people with an education and the imagination to create”. - Barack Obama

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