Thesis advisor: Dennis Shirley / Since 2010, many states in America have implemented the Common Core State Standards for English Language Arts. Yet there is a gap in the research when it comes to ELA teachers’ experiences with the CCSS. This dissertation uses narrative thematic analysis (Reissman, 2008) to explore how eight public school, grade 6-12 ELA teachers make sense of the CCSS. The purpose of this dissertation is to contribute a more complex picture of how educators make sense of national policy in light of their curricular choices, motivations for teaching, and their beliefs about the purposes of ELA education. Narrative thematic analysis revealed that the eight teachers in this study have conflicting views about the CCSS and its impact on their teaching and beliefs. Many of the teachers described significant worry regarding the CCSS during their initial involvement. However, as time progressed, teachers described a growing sense of excitement about the CCSS. Issues such as school climate, process of implementation, and amount of pressure were significant factors contributing to the teachers’ experiences. Regarding the specific shift prescribed by the CCSS towards more nonfiction in the curriculum for ELA classes, teachers discussed fear, confusion, and, eventually, enthusiasm as responses to this initiative. An outlier among the data set described feelings of loss and sadness regarding creative content that was lost due to the CCSS. In concert with narrative thematic analysis (Reissman, 2008) I utilized the conceptual framework of sensemaking theory (Weick, 1995; 2005), to contextualize the stories teachers shared in this study. Social and relational emphases emerged as dominant ways teachers made sense of their work and their responses to the CCSS. Experiences with the CCSS are far more complex than typically reported. More inclusion of teacher voices and experiences has immense power to shape future policy and implementation. Additionally, inclusion of teacher narratives can significantly contribute to the research on creating supportive cultures and contexts in which standards and educational expectations are both created and utilized. / Thesis (PhD) — Boston College, 2017. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

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With the adoption of the Common Core State Standards (CCSS) in English language arts and mathematics by the State of California in 2010, a shift in instructional practices along with the level of rigor and expectations for students began. As a result of these changes, a local school district sought a way through district-funded Common Core Collaboration Grants (CCCG) to provide professional development that supported 4th-6th grade teachers in their implementation of the CCSS. The purpose of this qualitative program evaluation case study was to examine teachers' perceptions of the effectiveness of professional development funded by CCCG in supporting 4th-6th grade teachers in understanding and application of instructional strategies aligned with the CCSS. Weiss's theory of change and Roy and Killion's program evaluation framework guided the study. Data were collected from individual interviews of 7 teachers of 4th-6th grade who participated in the district CCCG professional development sessions. Interview data were coded and themes of choice, time, collaboration, and integration of the CCSS emerged. The results indicated that the use of CCCG for professional development is assisting teachers in successfully implementing the CCSS through increased collaboration and more opportunities to engage in learning within their own contexts. A program evaluation report and presentation to the district school board were developed. The results of this study may affect positive social change through suggestions of an alternative in the form of grants to schools and districts looking for innovative ways to support teachers and enhance student learning through professional development on the CCSS.

The sustainability of improved pedagogy gained through professional development (PD) of mathematics teachers has undergone little empirical study. In a midsized urban school district in the Northeastern United States, all high school mathematics teachers attended a 3-year mandatory PD program. Although an external evaluator studied this program immediately after completion, there had been no longitudinal study of the perceptions of its participants regarding the sustained benefits of the program. This qualitative study offered a follow-up study of the participants in the Math and Science Partnership (MSP) PD program to provide insight to administrators regarding the sustainability of benefits gained through the MSP program. The conceptual framework for the study consisted of Desimone's model for evaluating PD and Kleining's framework of systematic exploration and inquiry. The participants (N =7) were asked about their perceptions of the value, applicability, longevity, and efficacy of their MSP PD and their suggestions to improve the program. Data were organized and analyzed using Patton's semistructured systematic framework to reveal general consensus as well as anecdotal evidence. The perceptions of the mathematics teachers provided pertinent information that administrators could use to determine the format of future PD. Teachers participating in this study indicated that having a college professor present a combination of content knowledge and pedagogy skills made the MSP program highly effective and long-lasting. Using this feedback, district leaders could institute improved PD, giving their teachers the skill and knowledge to lift their students academically. Closing the mathematics achievement gap may open employment and college opportunities to students which allow them to escape poverty and lead more successful lives.

As teachers modify their instruction to meet English Language Arts (ELA) Common Core State Standards (CCSS), how do these modifications influence literacy instruction and learning opportunities afforded to students? While the CCSS standardized objectives for literacy instruction, the enacted curriculum is uniquely shaped by teachers and their students (Coburn, 2001; Datnow & Castellano, 2000; Smagorinsky, Lakly, & Johnson 2002). This study describes how two elementary school teachers in one school: (a) perceived the ELA CCSS and their influence on instruction and the enacted curriculum; (b) adapted and aligned literacy instruction to respond to implementation of the CCSS; and (c) created instruction and literacy learning opportunities influenced by the ELA CCSS. To investigate the rich, nested levels of context in which teachers used the ELA CCSS to construct literacy instruction and learning opportunities for children, I applied a sociocultural framework and Engeström’s third generation Cultural Historical Activity Theory (CHAT) model to create a theory-driven description of how teachers approached CCSS implementation and literacy instruction. I analyzed data from interviews, observations, and documents through constant comparative analysis (Charmaz, 2006) to identify activities for CHAT analysis (Yamagata-Lynch, 2010). Findings from this study provide information about the implementation of the ELA CCSS in literacy instruction and the enacted literacy curricula. Findings suggest that multiple levels of context influenced the ELA CCSS implementation, including teachers’ perceptions (Coburn, 2001; Maloch & Bomer, 2012), and that while teachers may teach from a standardized curriculum, the literacy learning opportunities differ in each class (Pacheco, 2010).

The Common Core State Standards for mathematics and English language arts were released in June of 2010 and have been adopted by a majority of U.S. states. The authors of these standards have claimed that they are internationally benchmarked -- that is, that they are as rigorous, focused, and coherent as the standards and expectations used in high-performing countries -- but have not provided evidence to back up these claims. Singapore, whose students have scored at the top of recent international assessments, is frequently touted as a leader in mathematics education. To test the claims of international benchmarking for the Common Core, this paper uses the methodology of the Surveys of Enacted Curriculum to compare the Common Core State Standards for Mathematics to the Singapore Mathematics Framework in terms of rigor, focus, and coherence. The Common Core State Standards and the Singapore Mathematics Framework do call for similar levels of conceptual understanding, mathematical reasoning, and problem-solving. However, the content expectations outlined by the Common Core are somewhat more rigorous than those outlined by the Singapore Mathematics Framework. / text

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.

Through a qualitative case study this research examines the needs of three generalist high school teachers in relation to arts integration, writing, critical thinking, and the art museum website. The study also examines the perspectives of art museum educators in relation to how museum websites can be used to support teaching the writing process in the school classroom. Arts integration and the museum website are analyzed in depth through literature review and in-depth semi structured interviews. This research aims to present a model for collaborative website design where the museum website is designed around classroom teachers' curricular needs.