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Author: Alexandra Vasile Publisher: ISBN: Category : Common Core State Standards (Education) Languages : en Pages : 226
Book Description
The Common Core State Standards were created in 2009 in order to unify the states' own standards and provide a specific set of learning goals for English Language Arts and Mathematics that students should achieve by the end of each schooling year, to ensure an increased college and career readiness, by emphasizing skills rather than specific content knowledge. The current quantitative study seeks to determine the perceptions that Arkansas teachers have towards the Common Core Standards by posing two main research questions: 1. Do Arkansas teachers perceive the Common Core State Standards as beneficial to their students? and 2. Do Arkansas teachers perceive the Common Core State Standards as beneficial to them, as teachers? The study uses a stratified random sampling process to select sixty Arkansas districts, with a total of 665 survey respondents. The results suggest that Arkansas teachers have an overall favorable perception of the impact that the Common Core State Standards have on their students, and slightly negative in terms of the impact of the Standards on themselves as educators. Novice teachers and teachers in larger classrooms are more positive toward the benefit the Standards will have on both students and teachers, while teachers in high performing districts and Democrat/Independent teachers are more inclined to perceive the Standards as having a positive outcome on their students.
Author: Alexandra Vasile Publisher: ISBN: Category : Common Core State Standards (Education) Languages : en Pages : 226
Book Description
The Common Core State Standards were created in 2009 in order to unify the states' own standards and provide a specific set of learning goals for English Language Arts and Mathematics that students should achieve by the end of each schooling year, to ensure an increased college and career readiness, by emphasizing skills rather than specific content knowledge. The current quantitative study seeks to determine the perceptions that Arkansas teachers have towards the Common Core Standards by posing two main research questions: 1. Do Arkansas teachers perceive the Common Core State Standards as beneficial to their students? and 2. Do Arkansas teachers perceive the Common Core State Standards as beneficial to them, as teachers? The study uses a stratified random sampling process to select sixty Arkansas districts, with a total of 665 survey respondents. The results suggest that Arkansas teachers have an overall favorable perception of the impact that the Common Core State Standards have on their students, and slightly negative in terms of the impact of the Standards on themselves as educators. Novice teachers and teachers in larger classrooms are more positive toward the benefit the Standards will have on both students and teachers, while teachers in high performing districts and Democrat/Independent teachers are more inclined to perceive the Standards as having a positive outcome on their students.
Author: Cindy M. Williams Publisher: ISBN: 9781267475275 Category : Education Languages : en Pages : 382
Book Description
The purpose of the study is to gain an understanding of secondary English teachers' perceptions towards implementing Common Core writing standards. The study allowed me to examine how teachers' perceptions affect the level of implementation of Common Core writing standards in their English classrooms during the first year. The study focused on two research questions and two sub-questions centering on the perceptions of secondary English teachers and how they are responding to early implementation to the Common Core State Standards. Specific facets to consider in teachers' transitioning from state standards to Common Core standards are what pedagogical training opportunities teachers received related specifically to CCSS; how instruction was designed (or redesigned); and, how teachers were expected to adapt their teaching to meet the Common Core State Standards. The importance of this study is that it offers and extends knowledge in the area of changing from state controlled writing standards to one set of writing standards that are available to all states. Teachers, students, educators, and perhaps educational policy makers might find this study important because many states' education departments (e.g. Arkansas Department of Education) have offered a number of assumptions about how this transition will work; but, because this particular transition is new, few studies or experiences yet exist. This study offers knowledge---based on data gathered from questionnaires, interviews, and observations---about how teachers' perceptions influenced the implementation of Common Core State Standards in a localized classroom setting. Also, one of the more relevant benefits of the study was the foundation of knowledge from the teaching fields that may inform future studies, theories, curriculum, policies, and teacher practices (among other possibilities) about implications in implementing the Common Core State Standards for any content.
Author: Jason Michael Vicich Publisher: ISBN: 9781339197265 Category : Common Core State Standards (Education) Languages : en Pages : 390
Book Description
The study was conducted over the course of the 2014-2015 school year. Data was gathered through a three interview sequence, site visits and the administration of the SOCQ 75 instrument before and at the conclusion of the school year. All three data sources were triangulated to see if they were indicating the same perceptions.
Author: Gabriela Pantoja Sanchez Publisher: ISBN: Category : Common Core State Standards (Education) Languages : en Pages : 137
Book Description
The development of the Common Core State Standards (CCSS) came about because of universal concerns that education was not adapting to the changing world and that students were leaving schools unprepared. The CCSS went into effect during the 2014-2015 school year. Due to the rigorous curriculum and higher expectations compared to past State standards, significant changes were required to implement the CCSS. The purpose of this explanatory sequential mixed-methods study was to explore teacher perceptions of the CCSS and their perceptions of their participation in the implementation of the CCSS. This study used the Concerns-Based Adoption Model (CBAM) as a conceptual lens to identify teachers’ Stages of Concern (SoC) with regard to CCSS. The SoC revealed teachers were no longer concerned with the subscale of Self (Stages 0-2), and were at the subscale Task (Stage 3), and seemed to be moving towards the subscale of Impact (Stages 4-6) with similar patterns of intensity across years of teaching experience and grade levels taught. Most of the teachers in the study reported positive perceptions of the CCSS. Four themes emerged from the interviews: (a) student benefit, (b) district’s choice, (c) district support, and (d) state implementation.
Author: Christine Hipsher Publisher: ISBN: Category : Career development Languages : en Pages : 154
Book Description
The purpose of this multiple case study was to explore the impact of the implementation of the Common Core State Standards in Georgia K-12 on the professional development needs of educators. Across the United States the enactment of a Common Core State Standards went into effect. The primary goal of the Common Core State Standards movement was to clarify standards. Accordingly, this study reviewed Social Learning Theory and Constructivism. The research questions in this study examined the types of support educators requested. The research conducted in this multiple case study analyzed teachers' perceptions about the implementation of the CCSS and effective professional development practices. Data was collected over a period of a couple months, and transcripts of interviews, focus groups, and reflective journals were analyzed using theme analysis. The overarching themes identified in the study included the frustration that educators felt throughout the implementation year, and the additional support they would like to receive. Recommendations for effective professional development practices included the incorporation of technological resources, opportunities for professional collaboration, respectful use of educators' time, a home school connection, inclusion of all staff working with students in professional development, and a focus on supporting students academically. All information shared with educators was expected to be organized and relevant. The results of this study indicated a need for additional professional development instruction and research.
Author: Alexandra Vasile
Author: Alexandra Vasile
Author: Cindy M. Williams
Author: Jason Michael Vicich
Author: Julie Trammell Sheppard
Author: Albert Cheng
Author: Matthew Trevor Compardo
Author: Gabriela Pantoja Sanchez
Author: Susan Kreyling
Author: 
Author: Christine Hipsher