Date of Award

7-2021

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

First Advisor

Linda Samek, Ed.D.

Second Advisor

Dane Joseph, Ph.D.

Third Advisor

Jay Mathisen, Ed.D.

Abstract

This Improvement Science Dissertation in Practice (ISDiP) aimed to investigate the improvement of student engagement through instructional design of remote and hybrid learning models in the second school year of the COVID-19 Pandemic using an improvement science dissertation in practice (ISDiP) framework. The ISDiP follows a district network improvement community (NIC) at a high poverty K-8 public school district in Washington state as they planned, implemented, studied, and reflected on the educational outcomes of initiating the instructional models with upper elementary grade level students during the final term of the 2020-2021 school year. Through a 90-day cycle, the NIC developed and implemented four systemic instructional design strategies for improvement of behavioral, academic, emotional, and cognitive student engagement. These strategies included small group instruction, social and emotional learning, family engagement, and weekly Professional Learning Community (PLC) meetings for teachers. This research identified positive indicators of improved student engagement and the analysis of the data collected in this study indicated positive educational outcomes were accomplished.

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