The purpose of this study was to explore the impact of class size reduction (CSR) on student performance while implementing Common Core State Standards (CCSS). The researcher sought to examine test scores specifically in 1st grade classrooms during the 1st year implementation of CCSS. Additionally, the researcher wanted to assist school leaders in identifying ways to motivate teachers to perform at the highest level and focus on student outcomes. The results indicated that students in the CSR classes had higher scores than the students in the non-CSR classes in some subjects. The findings from this study were consistent with the studies in the literature. There was a difference in the pre-test scores and the post-test scores of the CSR and non-CSR. The post-test scores were higher for the students enrolled in the reduction classes. School leaders should consider reducing class size and find a balance between CCSS and the Mississippi frameworks. This challenge will require the support and understanding of the entire learning community and other key members of the educational community. School leaders will be primarily responsible for ensuring this new initiative is put into practice at a high level of rigor to ensure that students are prepared for college and/or a career.

After implementing the Common Core Standards in 2012, local school districts faced additional costs in their annual budgets to train staff how to teach using these standards. One of the problems that faced the school district under study was whether to retain the Common Core Standards and to continue to fund the expense of training teachers . The purpose of this study was to assess the influence of the Common Core Standards on student achievement in a local Pennsylvania school district using scores from the Pennsylvania System of School Assessments (PSSA) for Grades 3 through 8. The research question addressed whether there were differences in the students' learning as measured by the PSSAs for the years before and after implementation of the Common Core Standards. The theoretical framework of the study was based on Piaget's constructivist theory of knowing, which explains how students know what they have learned in the active process of learning. A causal-comparative design was used for this study with extant test data drawn from 2 years before and 2 years after implementation. The total sample size was 27,605. A MANOVA was used for all grades' scale and raw scores to discern if a main effect could detect student achievement measured after the implementation of the Common Core Standards was lower than that reported before implementation and the standards had a mixed influence on student learning. This study has an implication for positive change. If educators have a better understanding of the effect of the Common Core Standards on student learning than they would be able to justify additional training.

The purpose of this mixed-methods study is to identify the primary factors that directly affect teacher efficacy within the classroom in the area of reading for teachers in grades kindergarten through 5. This study examined the role of the administrative team in shaping the teacher’s pedagogy and skill level, as well as identified the implications for leaders. Data gathered to inform the research were derived from teacher surveys, focus groups, and teacher observations. The research examined the relationship between the classroom teacher’s self-efficacy, professional development, instructional delivery, and instructional feedback within the school environment. The benefits of the research are to better understand the importance of instructional support, strategic professional development, and meaningful feedback in elementary education. Lastly, the benefit is to determine a correlation between the professional developer’s resources within the school/district professional training and its effect on the teacher’s instructional strategies. This study took place in an urban school system in Georgia. The surveys, observations, interviews, and focus group were administered at two public elementary school located in Georgia. These schools were located in an urban community and were both Title 1 schools, in which 99% of the student population qualified for free or reduced lunch. The researcher studied the impact that teacher’s efficacy has on the delivery of the Reading Common Core Standards. During the research, the researcher conducted a focus group and further explored the teacher’s perceptions towards their instructional support, professional development, and meaningful feedback. According to Bandura’s (1994) Self-Efficacy Theory, a teacher’s attitude, ability, and cognitive skills comprise what is known as the self-system. The independent variables affect the results are instructional support from administration, teacher feedback, resources, professional development, age, experience and the dependent factor is teacher efficacy in the delivery of Reading Common Core Georgia Performance Standards. In Bandura’s (1994) study, the self-system refers to the behaviors, reactions, and actions concerning the instructional practices and pedagogy of the teacher.

The goal of this research was to develop a greater understanding of the effectiveness of enrichment programs outside of the school setting. This study was also intended to contribute to the broader understanding of the mechanism of student school-related stress, reported by parents, as it relates to student academic performance, specifically in a population which primarily consists of students and parents who are of Asian-Indian-American descent. With rising standards and intensifying pressure on students to be academically successful, it is necessary to examine the stress students experience due to their academics, as well as its effects on their academic performance. Participants in this study included twenty 1st through 5th grade elementary students who attend weekly classes at one of three local academies where the after-school academic enrichment program is offered. Data from those students participating in both math and English was accounted for separately, resulting in 34 total student subjects which can be utilized for this study (N = 34). After performing bivariate logistic regression, the models did not reach significance (p > .05), therefore it cannot be said that an increase or decrease in dependent variable of students’ school grades can be predicted that any of the following independent variables: homework completion, length of enrollment, and academy homework scores,. The perceptions of the parents, in addition to those of the children experiencing these stressors should be studied further.

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We will combine hands-on science investigations with supporting literacy activities to help students conduct original research on animal behaviors and communicate their findings.

The purpose of this study was to identify the link between culture and pedagogy through the implementation of the Common Core Standards with the goal of increasing the instructional outcomes of African-American students. This study investigated culturally relevant pedagogy implementing of Common Core Standards through the variables of teacher efficacy, instructional delivery of Common Core Standards, cultural synchronization, and cultural sensitivity. Furthermore, the research examined Ladson-Billings criterion for culturally relevant teaching and its application to the 21st century student as they encounter Common Core Standards. This research was conducted at a primary public school with a large minority population and located in the suburbs of Atlanta. The participants in this study were certified classroom teachers, support teachers, and instructional lead teachers. Data were collected in a triangulated fashion through surveys, interviews, observations, and attitude scales. The study findings manifested how the characteristics of culturally relevant teaching aligned with regulated standards could create a connection between culture and education for African-American students. The findings and conclusions of this study suggest that cultural characteristics of teachers have an impact of culturally relevant pedagogy implementing Common Core Standards. Teachers are cultural beings and utilize their own cultural backgrounds to identify differences between themselves and African-American students. These differences manifested themselves as teachers worked to implement new standards while using culturally relevant teaching practices. Practical implications and recommendations based on findings and conclusions are offered in this study.

Common Core State Standards (CCSS) for writing have created a challenge for teachers at an urban elementary school as they struggled to provide effective writing instruction to support the rigorous expectations of the standards. The purpose of this study was to explore elementary teachers' lived experiences of instruction and better understand instructional writing procedures and strategies. The conceptual framework of this study was based on Dennick's work for incorporating educational theory into teaching practices, which combined elements of constructivist, experiential, and humanist learning theories. Research questions investigated how teachers perceived the impact of the CCSS writing standards on their practice and what kinds of support they needed in order to effectively support writing instruction. A phenomenological design was selected to capture the lived experiences of participants directly associated with CCSS writing instruction. The study included 6 individual teacher interviews and a focus group session of 6 teachers who met the criteria for experience in Grades 3-5 at the elementary school. Data were coded and then analyzed to determine common themes that surfaced from the lived experiences of teachers including the need for training in writing instruction, the impact of common core standards on the increased rigor of current writing instruction, a lack of PD at the local school, and instructor challenges with differentiated writing instruction. A job-embedded professional development model was designed to support teachers with effective writing instruction and improve teacher practice at the local school, the district, and beyond. When fully implemented, this professional development may provide elementary teachers with research-based writing strategies that will support the rigor of CCSS standards and college and career readiness.

This session presents a researched curriculum for middle school students with significant disabilities (including early symbol users and/or those nonverbal) that aligns English/language arts instruction and content to Common Core Standards; it will include demonstrations of evidence-based teaching procedures (including use of AAC) and age-appropriate content.