Date of Award
Fall 2024
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Committee Chair
Prince Hycy Bull
Abstract
During the COVID-19 pandemic, many school districts were forced to switch to remote learning, which presented a new and challenging experience for teachers. The study described the experiences of middle school reading teachers’ use of learning management systems (LMSs) during the COVID-19 pandemic and their impact on reading instruction. The study focused on a school district in southeastern North Carolina with 19 middle schools and three reading teachers per grade level. The primary method of data collection used in the study was interviews. The interviews revealed that teachers faced several challenges when using LMSs, such as limited knowledge of LMS, lack of technology professional development, student engagement, and student absenteeism. The study also showed that it is crucial to prioritize teachers' and students' social and emotional well-being when making instructional decisions. The findings provide recommendations for school districts to improve their understanding of middle school reading teachers' experiences using LMSs and to strengthen policies and procedures to improve reading instruction in a virtual learning environment in case of another pandemic.
Recommended Citation
Hadley, Rebekah L., "A Phenomenological Study of Middle School Reading Teachers' Lived Experiences of Learning Management Systems During the COVID-19 Pandemic and Their Impact on Reading Instruction" (2024). Doctor of Education Dissertations. 204.
https://digitalcommons.gardner-webb.edu/education-dissertations/204
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