Department

Leadership

Date of Paper/Work

Spring 2015

Degree Name

Doctor of Education in Leadership (Ed.D.)

Type of Paper/Work

Dissertation

Advisors

Deborah DeMeester, Michael Klein, Amy Gillett

Abstract

This qualitative study examined teacher perceptions of the Common Core State Standards; the case study occurred within a small elementary school in Western Wisconsin. Eight educators, including six classroom teachers and two administrators, one principal and one reading specialist/literacy coach, participated in this study. Two major themes in perceptions of need and impact emerged from the interview data, with several subthemes within need and impact including: needs for staff development/training, support, time and better understanding as well as impacts on students’ social-emotional well-being, district funding, student learning, teacher identities and well-being, instruction/pedagogy/reading, assessment, and student diversity. Conclusions and recommendations were drawn including more time and staff development opportunities within a Professional Learning Community framework and empowerment of teacher leaders, self-reflection, and dialogue within a critical pedagogy lense.

Keywords

Common Core State Standards, staff development/training, time, impacts, needs, student and teacher well-being, learning, and pedagogy.

Creative Commons License

Creative Commons Attribution 3.0 License
This work is licensed under a Creative Commons Attribution 3.0 License.

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