Doctor of Education (Ed.D.) Dissertations

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The Relationship between Kindergarten and First-Grade DIBELS Next and TRC Scores and Third-Grade TCAP ELA Scores at a Selected School District in Upper East Tennessee
(2019-04-23) Dotson, JoDee; Hilton-Prillhart, Angela
The purpose of the research study was to examine the relationship and predictive validity of kindergarten and first-grade students’ scores on Dynamic Indicators of Basic Early Literacy Skills Next (DIBELS Next) and Text Reading and Comprehension (TRC) to third-grade students’ Tennessee Comprehensive Assessment Program (TCAP) English Language Arts (ELA) scores. Participants included 343 students from eight elementary schools in an Upper East Tennessee school district who were administered the DIBELS Next and TRC in kindergarten in 2014-2015 and first-grade in 2015-2016 and third-grade TCAP ELA in 2017-2018. Eight research questions and eight null hypotheses were analyzed using Pearson correlation coefficient and multiple linear regression. When the variables were measured independently of each other, results showed a significant relationship between kindergarten DIBELS Next composite scores (r=.494, p=.001), kindergarten TRC level of proficiency (r=.468, p=.001), first-grade DIBELS composite scores (Beta=.617, p=.001), first-grade DIBELS Next Oral Reading Fluency fluency scores (Beta=.5551, p=.001), and first-grade TRC level of proficiency (r=.580, p=.001) to third-grade TCAP ELA. However, there was not a significant relationship between first-grade DIBELS Next Oral Reading Fluency accuracy scores (Beta=-.041, p=.544) and first-grade DIBELS Next Oral Reading Fluency retell scores (Beta=.070, p=.187) on third-grade TCAP ELA. When variables were measured together, findings indicated that both first-grade DIBELS Next composite scores (Beta=.266, p=.001) and first-grade TRC level of proficiency (Beta=.268, p=.001) are equally strong predictors of third-grade TCAP ELA followed by kindergarten DIBELS Next composite scores (Beta=1.67, p=.004). Kindergarten TRC level of proficiency (Beta=.037, p=.547) was not a significant predictor of future performance on third-grade TCAP ELA.
The Effects of a Mobile Book Lab on the Summer Reading Regression of Elementary At-risk Students at a Select School District in Upper East Tennessee
(2019-04-23) Markland, Tammy; Kariuki, Patrick
The purpose of this quantitative study was to determine the effects of a mobile book lab on summer reading regression for at-risk elementary students in a select school district in Upper East Tennessee. The sample consisted of 200 at-risk elementary students who were randomly selected for the study. Fifty males and 50 females who participated in the mobile book lab, and 50 males and 50 females who did not participate in the mobile book lab were randomly assigned to each group. Data were collected from AIMSweb universal screeners for second through fifth-grade at-risk students at three elementary schools. The names of the second through fifth-grade students who participated in the mobile book lab during the summer of 2018 were acquired from the director of the mobile book lab. These lists were then used to separate the students into two groups, at-risk students who participated in the mobile book lab program and those who did not participate. Oral reading and comprehension activity questionnaires were also completed weekly by all mobile book lab attendees. This study suggests at-risk students who participated in the mobile book lab experienced a lesser amount of summer reading regression in reading comprehension and fluency than those who did not participate. Gender was not a factor in the amount of summer reading regression experienced in reading comprehension and fluency for at-risk students who participated or did not participate in the mobile book lab.
The Impact of a Mentoring Program on Low-Income, High Achieving Students and Their Possibility of Enrolling in a Four-Year College or University
(2019-04-25) Norris, Rachel; Kariuki, Patrick
The purpose of this sequential exploratory mixed-methods study was to explore the perceptions of low-income, high achieving students participating in a school-based mentoring program as they related to the needs of these students regarding post-secondary preparedness. A stratified random sample of 40 low-income, high achieving students was selected to participate in the study. The sample consisted of 10 freshmen, 10 sophomores, 10 juniors, and 10 seniors. From this sample of 40, three students from each grade level were randomly selected to participate in focus group interviews. There were four interview sessions conducted by grade level. Data for the qualitative strand were collected using focus group interviews. Interview questions focused on student perceptions of the current mentoring program. Quantitative strand data were collected from the curriculum that was implemented. All 40 participants completed a Student Perception Survey before and after the implementation of the curriculum to determine any changes in college-going behavior or perceived level of preparedness. The qualitative data were analyzed using Creswell’s six generic steps approach to analyzing qualitative data. The quantitative data were analyzed using SPSS. The qualitative data revealed four benefit themes which were notifications, careers, comfort, and academic preparedness. The data also revealed four need themes including finances, cost of attendance, location of schools, researching schools, and frequency of meetings. The quantitative data revealed a significant increase in the number of students planning to attend a four-year university and a significant increase in perceived level of post-secondary preparedness after exposure to the curriculum. However, males were more likely to attend a four-year university than females. The findings suggest the current mentoring program needs to include more female role models in post-secondary pathways.
Qualities of Teachers that Impact Retention in the Teaching Profession: Why Do They Stay?
(2019-04-30) Zuehlke, Jan; Howell, Lyn
Being able to identify and retain quality teachers is an issue faced by many school districts. There are some who possess innate personal characteristics inspiring their passion to remain dedicated to the teaching profession. The purpose of this research is to explore the qualities of teachers who are committed to the profession. The study explored personality traits from novice and experienced educators to understand their commitment to the profession from their own experiences. An embedded design was used to collect data from a personality assessment and in-person interviews. The personality assessment was analyzed to compare personality traits and years of teaching experience. The interviews were analyzed using thematic analysis to identify patterns and themes in order to answer the research questions that guided this study. The population sample was seven teachers ranging from one year all the way to more than 16 years of teaching experience. The findings of this research provided information on how teacher’s self-identity evolved with more years of experience. The results identified four qualities of teachers that chose to remain in the profession.
A Dissertation Defense on the Impact of the Soccer Program at a Rural County High School on Females of Hispanic Descent on Social Development
(2019-04-30) Chirica, Bettina; Howell, Lyn
The social development of an adolescent is a complex process, and adolescent minorities face additional challenges. Female Hispanics take on many gender and cultural roles and face challenges of balancing school, home life, and community involvement. Extracurricular activities can help build traits that will impact a person for the rest of his or her life. It can connect a student to his or her community and teach life lessons. This qualitative case study focused on female Hispanic players that participated on the newly established soccer team at rural county high school for at least one season. Journal observations, interviews, and semi-structured open-ended questions were used to determine if the soccer program had any impact on the participants. Community members and teachers that worked with participants were also used as informants of the participants’ social interactions. Through the analysis of data, the researcher identified themes to match the four research questions. Themes of gender and racial equality, ability to engage in diverse situations, and school involvement all arose relating to the changed perception of social interactions since participating on the soccer program. Support groups, building relationships, and community integration were themes formed that related to the female Hispanic players’ relationships with others that were formed because of the interaction in the program. Leadership and pride and purpose were themes formed related to decision making characteristics that were taught in the program. Confidence, character building, soft skills, team concepts, and motivation to persevere were the final themes found related to lessons learned from the program.
The Role of Administrators in Supporting Inclusive Practices at a Select School District in Upper East Tennessee
(2019-05-02) Blevins, Melody; Howell, Lyn
The implementation of inclusive practices has increased in response to the federal mandate for students with disabilities to be educated with their typically developing peers “to the maximum extent possible.” Previous research indicates that teachers frequently cite a need for administrative support to implement inclusive practices successfully. This qualitative study examines the role of administrative support for inclusive practices by interviewing teachers and principals in a select school district in Upper East Tennessee and comparing their perspectives. Results indicated that both groups had similar viewpoints regarding the role of administrators in supporting inclusive practices. The findings suggest that scheduling, professional development, schoolwide culture, and relationships are critical to supporting inclusive practices. Implications for practice include establishing a schoolwide schedule that reflects student needs, providing regularly scheduled collaborative planning time for general and special education teachers, working collaboratively with teachers to identify professional development needs, and contributing to the culture of the school by establishing positive relationships with students and staff.
The Relationship Between English End of Course Tests and ACT Scores in Upper East Tennessee
(2019-12-11) Colley, Natasha; Hilton-Prillhart, Angela
High school students lack the reading skills needed for college and career. This has been a trend at the national level for more than a decade, and it proves to be a trend in Tennessee as well. ACT and Tennessee EOC scores indicate students are failing to reach college and career readiness benchmarks even though both tests are founded in standards with “College and Career Ready” goals. The ACT reported text complexity as the most significant indicator of college and career readiness. Other studies indicate that higher level reading skills plan a significant role in understanding texts across disciplines. Additionally, researchers suggest skills used in reading closely reflect skills used for writing. Therefore, this study examined the relationship between English 9 and 10 EOC scores with composite, reading, English, and science ACT scores. This study also examined the relationship between the English EOC writing categories with composite, reading, English, and science ACT scores. It was found that English 10 EOC scores were the strongest predictor of composite, reading, English, and science ACT scores. It was also found that the English 10 Language writing category was the strongest predictor of composite, reading, English, and science ACT scores.
The Effects of Early Intervention Programs on Kindergarten Readiness for Students with Disabilities
(2020-04-30) Wolfe, Jacksunia; Dula, Mark
Purpose of the quantitative study was to determine effects of early intervention participation on kindergarten readiness focusing on students with disabilities. The study was a quasi-experimental design measuring growth during a six-month timeframe by administering a pre-assessment and post-assessment in a select school district in Upper East Tennessee. The sample population was 113 students four and five-years in age, including 30 students with disabilities. The study suggested participation in early intervention programs had a positive impact on growth scores of participating students for overall general development and five developmental domains. Research did not yield a significant difference in post-assessment scores for overall general development or five developmental domains for students with disabilities based on the number of participating years in early intervention programs.
The Relationships Among Teacher Absenteeism and TVAAS Growth and Observation Scores, Student Achievement, and Student Absenteeism in a Rural School District in the First Region of Tennessee
(2020-04-30) Transki, Alexa Lynn Renfro; Dula, Mark
Teacher chronic absenteeism is growing among school districts across the United States, and the impact thereof can negatively affect all stakeholders. The purpose of this quantitative archival study was to examine whether or not significant correlations existed between teacher absenteeism and 1) student achievement, 2) student absenteeism, 3) teacher TVAAS individual growth scores, and 4) teacher evaluation scores. The study sought to identify which variable, teacher absenteeism or student absenteeism, better predicted student achievement and teacher TVAAS individual growth scores, respectively. The study was conducted by obtaining archival data from the participating rural school district and running statistical correlational analyses to determine significant relationships. The results indicated that no significant correlations with teacher absenteeism existed for: student achievement in math (r=.369, p=.076), student achievement in English/language arts (r=-.150, p=.484), student absenteeism (r=-.017, p=.883), TVAAS individual growth scores (r=-.068, p=.674), or teacher evaluation scores (r=.000, p=.999); however, significant correlations were present between both student absenteeism and student achievement (Beta=-.575, p=.001) and student absenteeism and teacher TVAAS growth scores (Beta= -.318, p=.045), demonstrating that student attendance has a more prominent effect on both student and teacher performance outcomes. Therefore, the key to student success is ensuring the consistent attendance of students. School districts must prioritize the establishment and implementation of formidable strategic plans that aim to combat student chronic absenteeism in order to see more positive results for student outcomes and school district accountability results.
The Effects of Instructional Coaching on Student Performance in Reading and Math of Elementary Students at a Selected School District
(2020-04-30) Darnell, Rachel
The purpose of this quantitative study was to determine the effects of instructional coaching on student performance in reading and math. The sample consisted of 400 elementary students from a select school district in upper east Tennessee who were randomly selected for the study. One hundred males and 100 females who were taught by a teacher who received instructional coaching, and 100 males and 100 females who were taught by a teacher who did not receive instructional coaching were randomly assigned to each group. Data were collected from AIMSweb universal screeners for first through fifth grade students at three elementary schools. Data were analyzed using independent samples t-tests to assess the difference in student performance in different subject areas and among student subgroups. Data were also analyzed using a two-way analysis of variance to determine interactions between gender and instructional coaching on student performance. The results indicated a significant difference in overall student achievement, a significant difference in math performance, and a significant difference in special education when students were taught by coached teachers rather than non-coached teachers. Also, significant main effects were found for gender and teacher coaching status. Female students performed better than male students regardless of teacher status although, both genders tended to do better with coached teachers. No significant difference was found in reading achievement and minority status, regardless of teacher status.
Perceived Barriers to High School Graduation Surrounding 12th-Grade Students at Selected High Schools in Northeast Tennessee
(2020-04-30) Blair, Paul; Kariuki, Patrick
The purpose of this qualitative study was to investigate 12th graders, in select high schools within Northeast Tennessee, who struggled to achieve the necessary requirements towards graduation. The population consisted of students from a rural school and a semi-urban school. The participants consisted of 31 students, 6 teachers, 4 counselors, 5 administrators, and 7 parents. Data were collected using one-on-one interviews with students, teachers, counselors, and administrators. Questionnaires were given to parents whose students attended one of the participating schools and who chose to participate in a one-on-one interview. Data were analyzed inductively with the help of Dedoose -- one of many qualitative data analysis software packages available. The results yielded five themes; (a) a need for better student-faculty relationships; (b) a reworking of the school day and schedule of classes; (c) an awareness of changes at the student’s home is needed; (d) equity in access to information and technology is lacking; (e) school-home communication needs to be more prevalent and effective. The results suggest providing equitable access to technology-related equipment, re-working compulsory requirements for graduation, re-working the hours of the school day, creating an inviting parent space at the school which is separate from the main office, and more meaningful teacher and administrator connections with students may result in a reduction in barriers to students’ successful on-time attainment of a high school diploma. Keywords: high school dropout, educational access equity, teacher-student relationships, graduation barriers, graduation rate, high school family connections
The Relationship between Third Grade TNReady ELA Scores and STAR Reading Scores of Students Participating in a Small Group Differentiated Reading Program
(2020-05-05) Lyons, Wendy S; Kariuki, Patrick
The purpose of this predictive correlational research study was to determine the relationship between STAR Reading assessments and the Tennessee Comprehensive Assessment Program TNReady English Language Arts (TCAP TNReady ELA) of third-grade students who participated in a small-group differentiated reading program for three years by the end of their third grade year. Data were analyzed using multiple linear regression and independent-samples t-test to determine predictability and differences among the variables. Multiple regression revealed no significant predictability between the combined STAR Reading assessments and TCAP TNReady ELA exam for females and socioeconomic groups, economically disadvantaged and non-economically disadvantaged participants in this study. However, results revealed a significant regression equation [F(2, 95) = 4.566, p = .013] with an R2 of .088 for males. Additionally, paired samples t-tests were calculated to determine academic growth for gender and socioeconomic subgroups. All participants in this study demonstrated academic growth with female students and non-economically disadvantaged students scoring higher on their respective universal screener assessment than their respective counterparts, males and economically disadvantaged. Males and non-economically disadvantaged, consequently, had a greater mean score differences than females and economically disadvantaged indicating more academic growth.
The Effects of a Restorative Practice Program on Discipline Referrals, Discipline, Absences, and Teacher Perspective in a Title I Middle School in East Tennessee
(2020-05-05) Parker, Nancy
The purpose of this exploratory mixed-methods study was to investigate restorative practice initiatives in a Title I middle school in East Tennessee. Quantitative analysis was performed to look for significant differences between in-school suspensions, out-of-school suspension, alternative school, discipline referrals, and absenteeism before and after implementation of the program. Qualitatively, focus groups were conducted with teachers both before and after implementation of the program to gather perceptions of the program’s effectiveness on student behavior and school culture as a whole. The quantitative data showed there was no significant difference in discipline referrals, out-of-school suspensions, absenteeism, and chronic absenteeism in fall 2018 and fall 2019. The number of in-school suspensions, combined suspensions (in-school and out-of-school), and alternative school referrals were significantly less in fall 2018 than fall 2019. The qualitative data found positive results from the focus group of educators with the implementation of this restorative practice program. The focus group reported students felt that trust and fairness played an important role towards their satisfaction with the restorative practice program. Also, the focus group reported the students developed good listening and communication skills and they felt a sense of empowerment to be a part of the initial restorative practice process. Based on the results of this study, further exploration of scheduling circle sessions, developing professional training for all teachers, and a longer period of time with the restorative practice program are needed to provide the data to see the success of this program.
Administrator Views of Influential Factors on School Climate at Various Schools in Northeast Tennessee
(2020-10-13) Cooper, Ryan; Dula, Mark
The purpose of this qualitative study is to examine the variables leading to a positive school climate, according to school administrators in selected school systems in East Tennessee. The study identifies which elements of school climate and culture are the most important among the participants of this study. The sample consisted of 8 administrators from 4 selected school systems in Northeast Tennessee. The participants selected for this study were school principals, assistant school principals, and supervisors related to curriculum and instruction. The researcher designed questions to gain an understanding of the factors that influence school climate, ways in which the interviewee creates a positive school climate, and how they maintain a positive school climate, and which dimensions of school climate are of the most significance. After a detailed analysis of the literature and the interview data, the researcher identified emerging themes regarding factors that impact and help to create a positive school climate: Safety, teaching, and learning, interpersonal relationships, institutional environment, community relationships. Relationships were identified by participants as an important dimension that affects school climate. Participants agreed that complacency is the greatest struggle facing the school climate. These findings suggest a need for districts and schools to evaluate school climate routinely and comprehensively as well as recognize student, staff, and community input.
College Success and Early Postsecondary Opportunities
(2021-04-20) Peer, Ashley; Dula, Mark
The purpose of this quantitative study was to investigate the effects of various EPSOs and college success. Data were gathered from 175 students from a private university in Northeast Tennessee. The 175 students were the freshman cohort from the 2018-2019 school year. 116 students had Early Postsecondary Opportunities (EPSOs) while 59 students did not. The following data for each student were collected: fall 2018 GPA, spring 2019 GPA, fall 2018 retention, 2018-2019 school year retention, number of EPSOs, type of EPSOs, and first grade within five course clusters. The course clusters examined were Arts & Humanities, Human, Public, & Social Sciences, Business & Industry, Language, and STEM. The results suggest that as the number of Early Postsecondary Opportunities increase, first and second-semester GPA tend to increase, and student continuation of college after the first year. Course cluster examination yielded findings that suggest students with EPSO credit score a higher first grade in the Arts & Humanities and STEM clusters and students with Advanced Placement credit score a higher first grade in the Arts & Humanities and Human, Public, & Social Science course cluster compared to those with dual enrollment credit. Recommendations for further study include examination of types of EPSO credits beyond Advanced Placement and dual enrollment, a study to compare college success in students that passed the Advanced Placement exam to receive credit and those who did not, and a study to allow students to provide feedback on Advanced Placement courses versus dual enrollment courses.
An Investigation of the Factors Contributing to Tennessee Promise Use and College Choice Among High School Seniors At a Rural High School in Northeast Tennessee.
(2021-04-20) Copeland, William; Dula, Mark
The purpose of this qualitative study was to explore the factors contributing to Tennessee Promise use and college choice among high school seniors at a Rural High School in Northeast Tennessee. The sample consisted of twelve recent high school graduates from the rural school used in this study. The participant interviews were semi-structured with open-ended questions to allow participants to share their personal experiences. The researcher designed interview questions to; (a) understand perceptions of the Tennessee Promise scholarship; (b) determine if the Tennessee Promise scholarship was being used upon graduation; (c) determine any barriers preventing participants from accessing the scholarship; (d) determine what factors played a role in the decision-making process of the study participants. Data were analyzed using inductive analysis process. The results yielded the following themes: a) the Tennessee Promise Scholarship is being used by recent graduates from the county school used for this study, b) the TN Promise fills a financial need amongst participants, c) the application process and program requirements can be too burdensome for some students, d) a connection between Career and Technical Education Programs and the Tennessee Promise, e) a preference of four-year institutions over two-year institutions, f) the vital role school counselor’s play in preparing high school students to pursue their post-secondary goals. The results suggest that schools target students no later than the beginning of their junior year in high school regarding available post-secondary opportunities. This information process will enable the students to understand the academic, social, and cost differences between two-year and four-year institutions. Future research should use larger populations and include both rural and urban schools to determine college choice factors.
An Investigation of Students’ Perceptions of Classical and Christian Education at Selected Classical and Christian Schools in Northeast Tennessee and Southwest Virginia
(2021-04-20) Williams, Dustin; Dula, Mark
The purpose of this qualitative study was to investigate students’ perceptions of their classical Christian education in selected schools in Northeast Tennessee and Southwest Virginia. The aim of the study was to focus on students’ perceptions at different intervals of their classical Christian school experience. These intervals included high school freshman, high school senior, college, and career levels. The sample consisted of 37 participants from three regional classical Christian schools; participants ranged in age from 14 - 26 years old. Data were collected using focus group interview sessions and were analyzed inductively using Cresswell’s (2013) six-step approach for qualitative data analysis. This process included organizing data, reading data, coding data, describing themes, narrating themes, and interpreting results. The results yielded four global themes: (a) the importance of relationships; (b) spiritual formation; (c) academic preparation; (d) enjoyment of education. These themes provide insight for classical Christian school stakeholders concerning both the positive and negative perceptions of students.
The Relationship Between Students' Academic Achievement and Teachers' Perceptions of Administrative TEAM Feedback at Select Elementary Schools
(2021-04-20) Roberts, Charity; Kariuki, Patrick
The purpose of this study was to determine if there was a relationship between student achievement and teacher perceptions of administrative TEAM feedback. Student subpopulations and teachers' years of experience were also examined. Participants in this study were randomly selected students from grades 3, 4, and 5 that completed the TNReady state assessment in the 2018-2019 school year. All participants were from eleven elementary schools in a single school district in Tennessee. Teacher perceptions data were collected using an online survey distributed to approximately 300 teachers resulting in a 36% return rate with 109 respondents. The survey consisted of 24 survey questions that used a four-point Likert scale. Data were analyzed using the Pearson correlation coefficient. The results indicated no significant correlation with teacher perceptions of administrative TEAM feedback for: student mathematics achievement scores (r = .007, p =.941), student English Language Arts Achievement scores (r = .016, p = .86), low-income student mathematics achievement scores (r =.01, p = .920), low-income student English Language Arts Achievement scores (r = .062, p = .523), and students with disabilities mathematics achievement scores (r = .016, p = .871). A significant, very weak negative relationship was found between teacher perceptions of administrative TEAM feedback and students with disabilities English Language Arts achievement scores (r = -.199, p = .039). Two conclusions were inferred: 1) Feedback is a complex process that impacts student learning through a layering of actions and practices; 2) Feedback should be used to examine equitable practices. Future research should examine the quantity and quality of administrative feedback to teachers during the pandemic closures. The focus could be on feedback loops between administrators, classroom teachers, and special education teachers.
An Examination of School Success Factors as Perceived by Parents of Latino English Language Learners
(2021-07-21) Miles, Nancy; Hilton-Prilhart, Angela
This qualitative research study aimed to examine English language learner academic and social success in schools as perceived by Latino ELL parents of elementary students within a school district in East Tennessee. The study also sought to identify factors for successful integration into schools as perceived by these parents and the ESL elementary educators within the district. The research was guided by three research questions and the data were collected using focus groups and individual interviews to determine the perceptions of ELL parents and ESL teachers. The data collected revealed ELL parents perceive successful integration into schools as occurring when parent and school goals and are aligned, parents are actively participating in the educational process, and ELL students possess positive traits and behaviors to support their integration into schools. Factors contributing to ELL support as perceived by the participants included schools proactively focusing on the unique needs of ELLs, ELLs developing strong social connections with adults and peers, high quality teachers addressing the unique needs of ELLs, and ELLs taking ownership of their learning. The research revealed when students successfully assimilate into U.S. schools, families gain expertise and ELLs develop positive attitudes and improve work habits. Conversely, participants perceived unsuccessful assimilation into schools lead to ELLs becoming complacent about school and falling behind academically and socially. A major conclusion of the research was that ELL parents have high educational expectations and goals for their children and want them to succeed in school but lack resources and language to support their children. Parents want to understand their new culture and learn strategies to support integration into the school system. With proactive attention to the identification of the unique needs of ELLs and application of targeted strategies, schools, educators, and parents can work together in reciprocity to create a positive learning environment for ELLs to assimilate and succeed academically and socially in schools.
An Investigation of Students Perceptions on Connectedness to their School when Learning Remotely at a City High School in East Tennessee
(2021-07-21) English, Holly N.; Hilton-Prillhart, Angela
The purpose of this qualitative study was to investigate students’ perceptions of connectedness while learning remotely at site school in Northeast Tennessee. The aim of this study was to seek whether students learning remotely felt connected to their school. The participants comprised of grades 10 through 12 and included six total participants. Data were collected via one-on-one interviews, a survey, and one focus group session. Data were analyzed using Creswell’s (2013) six step approach for qualitative data analysis. Once organized and coded, three main themes emerged: (1) communication as a foundation for connectedness and relationships; (2) disconnectedness to peers; (3) and readiness to return to in person learning. These themes provide information for stakeholders involved in remote learning as this mode of education continues to grow beyond pandemic relief.

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