A Phenomenological Study: Exploring Academic Equity In Elementary Virtual Classrooms Of A Pennsylvania Cyber Charter School

Abstract

Cyber schools have experienced exponential increases in enrollment across the United States in recent years. While research shows the potential for academic equity in cyber schools to educate students who may have faced struggles in a traditional school setting, we lack a clear understanding of the factors that contribute to that potential equity. The purpose of this phenomenological research study was to describe the lived experiences of elementary cyber school teachers to explore their perceptions, conceptualization, development, and implementation of academic equity in their elementary virtual classrooms. This study explored the experiences of four elementary virtual classroom teachers of a single cyber charter school in Southeastern Pennsylvania to grasp the essence of their perceptions, conceptualization, development, and implementation of academic equity in their virtual classroom setting. The data gathered was comprised of semi-structured interviews, observations, and artifact review. First cycle In Vivo coding and second cycle Descriptive coding revealed five emergent themes, producing key findings. Results and interpretations revealed the following: (a) Families seek alternative learning environments for their children in order for students facing challenges in traditional classroom settings to feel safe and supported according to their individual needs; (b) The parent(s)/guardian must be an integral part of the K-5 virtual classroom experience in order for students to engage and fully access the equitable opportunities offered in the virtual classroom; (c) Leveraging relationships between and among students, parents, and faculty is critical in order to maintain engagement of the family and to improve the capacity of the teachers' equitable instruction; (d) Flexibility in schedule and approach is an indispensable component of a successful virtual program in order for teachers to prioritize collaboration and extensive differentiated planning; (e) Differentiating instruction is a necessary part of the planning and delivery of virtual classroom instruction in order to meet the needs of the diverse students. Conclusions rendered insights to the four research questions. Recommendations to enhance and increase equitable access and opportunity in cyber charter schools were included and comprised of the following: (a) recommendations to the Cyber Charter School; (b) recommendations to cyber charter schools overall; and (c) recommendations for practice and recommendations for additional research.Ed.D., Educational Leadership and Management -- Drexel University, 201