IRB Number

25-0825-084

Date of Award

Spring 2-6-2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

First Advisor

Angela M. Gibson, Ed.D.

Second Advisor

Christopher Cale, Ph.D.

Third Advisor

Kathy Wood, Ph.D.

Abstract

The COVID-19 pandemic caused widespread disruption to K–12 education, with middle school mathematics among the most adversely affected subject areas. While prior research has documented pandemic-related learning loss, less is known about how recovery occurred in districts where mathematics performance rebounded. The purpose of this basic qualitative study was to explore middle school mathematics teachers’ perceptions of factors influencing post-pandemic academic recovery in selected Illinois public school districts that demonstrated high levels of mathematics recovery. Guided by Bronfenbrenner’s Bioecological Theory, this study examined how classroom, school, family, and district contexts shaped students’ recovery experiences. A basic qualitative research design was employed, using semi-structured interviews with 11 middle school mathematics teachers. Data were analyzed thematically with coding informed by the study’s conceptual framework. Teachers identified persistent gaps in foundational knowledge, reduced tolerance for productive struggle, altered technology habits, and heightened socioemotional needs as key challenges. Recovery was supported through teacher adaptability, intentional rebuilding of instructional routines, professional collaboration, and relational supports. Viewed through a bioecological lens, academic recovery emerged as a gradual, multidimensional process requiring alignment across instructional, relational, and systemic contexts. By centering educator perspectives from districts demonstrating recovery, this study contributes to the literature on post-pandemic education by highlighting the role of teacher judgment and ecological coherence in supporting middle school mathematics learning.

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