Rural High School Teachers' Perceptions of the Influence of Virtual Schooling on Chronic Absenteeism and Class Participation in Tennessee

Autor/in	Hopkins, Ashely
Titel	Rural High School Teachers' Perceptions of the Influence of Virtual Schooling on Chronic Absenteeism and Class Participation in Tennessee
Quelle	(2022), (116 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lincoln Memorial University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-3869-5
Schlagwörter	Hochschulschrift; Dissertation; High School Teachers; Teacher Attitudes; Educational Technology; Technology Uses in Education; Attendance; Rural Schools; High School Students; Student Behavior; Student Participation; Student Motivation; Accountability; Interaction; Feedback (Response); Tennessee + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Anwesenheit; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Student; Students; Schüler; Schülerin; Studentin; Student behaviour; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulische Motivation; Verantwortung; Interaktion
Abstract	Research was limited when it came to identifying the perceptions of high school teachers regarding virtual schooling, chronic absenteeism, and class participation especially in rural areas. With the rise in wide-scale implementation of virtual school options as a result of the COVID-19 pandemic, educational leaders and policy makers implemented new requirements for teaching virtually. While researchers noted students who maintained better attendance rates had higher academic success, this was difficult to adapt in a new virtual school setting. To fill the gap in literature, I conducted a basic interpretative qualitative study, using the perceptions of rural high school teachers from one district in Tennessee. From a potential pool of 80 participants, 23 completed the online questionnaire and provided their perceptions of virtual schooling and its influence on chronic absenteeism and class participation. After collecting and analyzing the data, I discovered five themes relating to the perceptions of rural high school teachers: "more flexibility and fluctuation with attendance;" "a lack of motivation and accountability among students who exhibit chronic absenteeism;" "lowered class participation rates and missed experiences;" "teacher-created interaction opportunities for students;" and finally, "more written feedback." This study was important to the field of education because it should guide educational leaders and policy makers to consider the perceptions of teachers when developing virtual school options for wide-scale implementation across rural districts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01