Date

7-31-2023

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Rachel Hernandez

Keywords

global pandemic, Title I, Covid-19, academic impacts, social-emotional impacts

Disciplines

Elementary Education

Abstract

This phenomenological study explored the perceived impact of the global pandemic on students' academic achievement and social-emotional health in Title I elementary schools in Northcentral Georgia. The central research question driving this research sought to explore teachers' experiences with perceived student achievement and overall social-emotional health during the COVID-19 pandemic. The theories of behaviorism and social learning guided this study as the researcher’s goal was to identify how COVID-19 has impacted students academically, as well as taking a more rigorous look at the social-emotional wellbeing of students who have experienced numerous educational changes due to the pandemic. The COVID-19 pandemic has affected education and student learning in the United States and abroad, possibly impacting lower socioeconomic areas more significantly. To better understand teachers' lived experiences with perceived student achievement and overall social-emotional health during the COVID-19 pandemic, the researcher used a qualitative phenomenological approach. Data was collected through individual interviews, focus groups, and journaling of fifteen elementary school teachers in Title I schools. After using content analysis and manual coding to analyze the collected data, three main themes emerged: educational disparities, academic and social-emotional impact, and interventions. These themes are related to the exacerbation of challenges and inequalities faced by students in Title I schools in Northcentral Georgia.

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