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

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.

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