Date of Award

Summer 7-8-2022

Document Type


Degree Name

Doctor of Education (EdD)


Organizational Leadership

First Advisor

Cheryl Marie Osborne, EdD

Second Advisor

Jeffrey Lee, EdD

Third Advisor

Felicia Haecker, EdD

Fourth Advisor

Patrick Ainsworth, EdD


Purpose: The purpose of this mixed methods Delphi study was to identify the remote learning instructional strategies used by expert Southern California parent educators for implementing the anticipatory set, modeling, checking for understanding, and guided practice elements of Madeline Cheek Hunter’s Instructional Theory Into Practice (ITIP) framework. The study sought to identify how expert Southern California parent educators rated the effectiveness of the remote learning instructional strategies in the aforementioned elements of Hunter’s ITIP framework. Additionally, the purpose was to generate recommendations from expert Southern California parent educators to build capacity in the identified effective instructional strategies.

Methodology: The classical Delphi technique, which integrates qualitative and quantitative research in 3 iterative rounds, was selected as this study’s methodology. Delphi is an appropriate method when a lack of clarity or knowledge exists and the goal is to gain consensus among experts.

Findings: Five major findings emerged from this study: to build capacity in remote learning, parent educators should (a) create a positive environment for the whole person; (b) manage their own mindset; (c) tap into available and online resources; (d) glean knowledge through observation, consultation, and practice; and (e) be adaptive, integrative, and engaging when implementing instruction. Additionally, three unexpected findings emerged: (a) experiential learning is not utilized frequently, but is rated highly, and valued for capacity building; (b) direct instruction is utilized frequently, is not rated highly, and not deemed effective to build capacity; and (c) independent study is not utilized frequently, is not rated highly, and not deemed effective for capacity building.

Conclusions: This study’s findings provided a basis for eight conclusions regarding deeper understandings into building capacity in remote learning instructional strategies. These conclusions focused on the need for parent educator training; the importance of experiential learning as an instructional strategy; and the implications for curriculum, community, policy, and resource support related to remote learning.

Recommendations: Nine recommendations were suggested for further research into remote learning instructional strategies and parent educator support.