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Urban Elementary Teachers’ Experiences In Maine Managing The Paradoxical Tension To Both Deliver Grade-Level Instruction And Customize Support: A Qualitative Phenomenological Study, Laura Graves
Doctor of Education Program Dissertations
ABSTRACT
To address historic levels of students’ unfinished learning, teachers must balance two competing objectives: maintaining grade-level instruction so that students do not fall further behind, while simultaneously customizing support so that students can rise to grade-level. This complex instruction is particularly important for teachers serving students from communities under pressure who were disproportionately impacted by the COVID-19 pandemic and historic barriers to education. The problem addressed in this study was the lack of understanding of urban elementary teachers’ experiences as they managed the paradoxical tension to deliver grade-level instruction to the entire class while customizing support according to individual …