Date of Award
Doctor of Education (EDD)
College of Education
Jennifer J. Lesh
The COVID-19 pandemic is a worldwide disruptor that impacts the foundation of education as professionals know it. The structural soundness and stability of the nation’s public education system was on display, exposing the varying antiquated practices in place and the inability of many school districts to pivot to a digital platform as the nation’s public schools closed their school buildings to K-12 students. Public K-12 schools did not have readily available systems nor protocols in place to continue educating the nation’s kids. Parents, grandparents, older siblings, etc, became the teachers of these children as the teachers attempted to educate via a computer screen. Research dictates that public school districts need to reexamine their educational continuity plans and structure to succeed.
The goal of this research was to study two large, urban public school districts in the Southeastern United States for educational continuity during the COVID-19 Pandemic and employ a product that would lend itself to sustainable educational continuity. Based on the research from this study, quantitative and qualitative results, educators are seeking professional development (PD) to implement tools and best practices as well as a systemic approach to educational continuity. Through research and survey results, Educational Continuity Solutions was formed as a digital resource to develop any school district's varied needs throughout the year to mitigate school disruption by a natural disaster, pandemic, school safety, mass school violence, etc. The model ensures that a system for educational continuity is at the forefront of the planning process.
Amado Kucharski, C., Arnone, J., Butler, S., Makowski, S., & Preble, L. (2022). Professional development for educational continuity in emergencies: The response of two urban school districts during the COVID-19 pandemic [Doctoral dissertation, Lynn University]. SPIRAL. https://spiral.lynn.edu/etds/396