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TEACHERS’ NAVIGATION OF THE COMMON CORE STATE STANDARDS: AFFECTIVE DIMENSIONS THAT INFLUENCE IMPLEMENTATION

Implementation of previous U.S. standards-based education initiatives has been challenging due to, among other issues, the lack of common and consistent meaning of ‘proficiency’ among states. Implementing new education standards for educators means undertaking actions to understand the skills to be taught, develop curriculum, make curriculum more accessible to students, and effectively assess the skills being taught. This single-site qualitative collective case study investigated how three secondary in-service teachers and one secondary student teacher navigated implementation of the Common Core State Standards in a Midwestern rural secondary school.

Identiferoai:union.ndltd.org:siu.edu/oai:opensiuc.lib.siu.edu:dissertations-2703
Date01 August 2019
CreatorsKaya, Jean
PublisherOpenSIUC
Source SetsSouthern Illinois University Carbondale
Detected LanguageEnglish
Typetext
Formatapplication/pdf
SourceDissertations

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