Date
11-17-2022
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Jerry Woodbridge
Keywords
students experiencing homelessness, self-regulation, liaisons, relationships, engagement, online learning, trauma, SRL, SEL, educational technology, COVID
Disciplines
Education | Educational Leadership
Recommended Citation
Eshelman, Traci C., "How Liaisons Leverage Self-Regulated Learning During Transitions to Online Learning at a Mid-Western Urban School District: A Transcendental Phenomenological Study" (2022). Doctoral Dissertations and Projects. 3964.
https://digitalcommons.liberty.edu/doctoral/3964
Abstract
The purpose of this transcendental phenomenological study was to discover how homelessness liaisons leverage self-regulated learning to buffer learners’ risk and adversity during transitions to online learning for students experiencing homelessness (SEHs) at a Midwestern urban school district. The theory guiding this study was Zimmerman’s social cognitive theory of self-regulated learning, a protective factor for SEHs. After collecting data using a questionnaire, conducting individual interviews, and a focus group, the study used bracketing or epoché to analyze data collected on 11 homelessness liaisons regarding how they fostered self-regulation in their students during the transition to online learning COVID-19 Closures caused. Results illustrated that life coaches became their students’ bridge to safety, love, support, and stability, which fosters self-regulation. Implications and future research are discussed.
