Organization, Information and Learning Sciences ETDs

Publication Date

2026

Abstract

Teacher-implementing scaffolding is fundamental in teaching that was disrupted by the sudden move to emergency remote teaching during the pandemic.  A review of research found trends based on grade and subject and that teacher’s responsiveness was the main contingent processes reported.  Based on this a survey was developed and an exploratory factor analysis was completed.  An analysis of the survey results found differences in teacher agency, self-efficacy, and the supports used when comparing in-person and online teacher-implemented scaffolding.  Qualitative results further support findings and describe teachers’ perspective on the change to the environment, adaptations made, and hinderances noted while supporting student learning while online.

Degree Name

Organization, Information and Learning Sciences

Level of Degree

Doctoral

Department Name

Organization, Information & Learning Sciences

First Committee Member (Chair)

Vanessa Svihla

Second Committee Member

Victor Law

Third Committee Member

Mark Emmons

Fourth Committee Member

Carolyn Hushman

Language

English

Keywords

Teacher agency, Self-efficacy, Emergency remote teaching, pandemic, In-service teachers

Document Type

Dissertation

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