Dissertations / Theses on the topic 'Common curriculum'

Implementation of the common core state standards began in 2010 for public school districts across the United States, and research about the impact of these standards on teaching and learning in smaller rural schools is limited. The purpose of this qualitative multiple case study was to describe how K-12 English language arts teachers in rural remote schools integrated the common core state standards into curriculum, as defined by Aoki’s theory about planned and lived curriculums, which formed the conceptual framework for this research. Participants included 8 K-12 English language arts teachers from 2 rural remote public school districts located in a western state. Research questions addressed curricular and instructional alignment, and data were collected from individual teacher interviews and reflective journals, observations of instructional lessons, and curriculum documents. Data were coded and categorized to determine themes and discrepant data (Charmaz, Merriam, and Miles, Huberman, and Saldaña). A content analysis was used for documents. Results indicate that teachers aligned curriculum with common core state standards by using previously adopted textbooks, developing alignment documents to address standards, creating unit and lesson materials independently, and participating in limited collaborative planning with colleagues. Recommendations include continued investigation into rural teachers’ professional development needs, collaborative planning practices, and use of curriculum materials within and across grade levels. This study contributes to positive social change because improved rural education impacts rural remote students, communities, and educators, who play a valuable role in developing a national curriculum.

Over several decades, school reform efforts have been mounted in order to improve student learning and to prepare students for a global community. In 2010, governors from the fifty states met and supported the establishment of national standards, the Common Core State Standards, to prepare students for college and careers. Georgia adopted the Common Core State Standards, and as with any new curriculum adoption, professional development is usually provided. During the 2011–2012 school year, school systems across Georgia provided various professional development opportunities for teachers to learn about the Common Core State Standards. The purpose of this study was to examine teachers’ perceptions of their Common Core professional development and utilized a survey consisting of multiple choice and open-ended questions. Three hundred seventy-two educators from sixteen school districts across the state of Georgia participated in this study. Three main themes emerged: Teachers prefer working in smaller, collaborative groups in professional development; teachers were satisfied with their school and school district’s training but did not receive consistent follow-up, modeling, or coaching afterwards; teachers utilized websites developed to support the Common Core State Standards and relied on their colleagues in order to learn more about the curriculum and to implement the standards.

The Common Core State Standards for Mathematics (CCSSM) highlight the importance of students? conceptual understanding, mathematical reasoning, and problem solving in order to prepare students for college and careers. However, the success of this reform effort largely depends on how teachers actually design and implement instruction based on the goals of the new standards. In particular, teachers? concerns about the reform have a significant effect on this change and the implementation of reform curricula. While there exists an increasing amount of research on reform efforts, many questions still remain regarding the implementation of the CCSSM and teachers? concerns. The purpose of this qualitative dissertation study is to investigate the concerns teachers have regarding the implementation of the CCSSM and how those concerns relate to the enactment of their curricula. This study also explores how teachers address the mathematical shift of rigor defined in the CCSSM in connection with the tasks they use and types of questions they pose to their students. This research involved case studies of three Algebra 1 teachers. Each teacher was observed during three different lessons on linear/non-linear functions. Pre- and post-observation interviews were conducted both before and after each lesson was taught. In order to determine how teachers addressed the mathematical shift of rigor, three different analyses were conducted. Mathematical tasks in the teacher guided notes and lesson enactment were explored in conjunction with teacher questions and the use of the eight mathematical practices. Observations and interviews were used to examine how teacher concerns connect to their implementation of the CCSSM. In particular, cases based on the teacher interviews and videos were compared to one another to explore possible reasons why the teachers address the mathematical shift of rigor differently. Findings suggest a complicated relationship exists between teacher concerns and their intended and enacted curriculum. The results of this study showed that teachers at all stages of concern are not providing cognitively demanding lessons nor are they addressing the mathematical shift of rigor. Only during review lessons did two of the three teachers increase the cognitive demand of the tasks and questions they posed during the enactment of their curriculum. Regarding teacher concerns, different factors seem to take account for the complicated relationship between teacher concerns and their enacted curricula. First, the teacher with self concerns had a lack of content knowledge. This teacher was not able to adjust her intended curriculum, followed the textbook closely and had a difficult time addressing student misconceptions. The teacher with management concerns tended to express her students? low abilities in doing mathematics. This teacher thus focused on student ability, only slightly modified the intended curriculum and provided only low cognitive demand tasks and questions. Finally, the teacher with impact concerns had a high interest in student learning. This teacher was able to alter her intended curriculum based on student questions and misconceptions. However, her tasks and questions remained at a low cognitive demand for two of the three lessons. This study has implications for curriculum developers and professional development providers, as well as teachers and school administrators to help ensure the success of reform curriculum.

This qualitative dissertation explored how high school students with significant cognitive disabilities in the moderate to severe category may receive an appropriate, standards-based education according to federal and state legislation given that they require fundamental living skills as well. It examined the ways their academic and functional learning requirements may be fulfilled through the development and implementation of a comprehensive curriculum consisting of adapted Common Core State Standards, life skills, and community-based instruction. It discussed the concept that students with cognitive disabilities require learning opportunities across a variety of settings, consistent with ecological development theory.

The study posed two key questions: How can high school students with significant cognitive disabilities access the Common Core State Standards in ELA, math, and science through a life-skills oriented, community-based curriculum? How do special education teachers perceive a curriculum emphasizing the integration of life skills and Common Core standards in ELA, math, and science? A research-based thematic curriculum was generated and field-tested on 7 educators of high school and middle school students with moderate to severe disabilities to obtain their perceptions of its feasibility and utility. The educators completed an initial background survey and then examined a voice-over PowerPoint curriculum sample using a curriculum evaluation form to guide their review. Educators were subsequently interviewed to determine their perceptions and check for alignment with previous responses.

Participants generally believed that students with significant cognitive disabilities could meaningfully access adapted versions of the Common Core based on students' level of ability and the provision of necessary supports. Key implications were derived from the findings. Teachers may need to engage in additional training and collaboration to generate customized curricula or modify existing programs to bring about student success. Special education teachers require the support of general education colleagues and local administration to enable the development or implementation of a comprehensively appropriate curriculum for the target population. More research is necessary to determine other ways the Common Core can be adapted for a greater range of ability levels to ensure success for all.

The call for the reform of public education in the United States of America has come from stakeholders of all kinds. This study compares two seemingly opposing approaches to the reform of public education. The bureaucratic approach is represented by the mass adoption of the Common Core State Standards (CCSS). The grassroots approach is represented by the International Society for Technology in Education Standards for Students (ISTE Standards-S). It was important to identify and analyze an instructional practice with enough potential rigor to meet the demands of both the CCSS and the ISTE Standards-S. The study analyzed the potential ability of Project-based learning (PBL) to meet the needs of both approaches. From the varied literature on PBL, six "Common Components" were identified and rewritten as standards using the revised Bloom's taxonomy. Once the Standards of PBL were written, all three sets of standards were quantified using a combination of the revised Bloom's Taxonomy and Gallia's Synonyms List. Following quantification of the standards, they were compared using a single factor ANOVA to determine if there was a difference between the cognitive processing levels of each set of standards. The cognitive processing levels of the Standards of PBL were found to be significantly higher than that of the CCSS. However, no significant difference was found between the Standards of PBL and the ISTE Standards-S. These findings support the claim that using the Standards of PBL in the classroom will meet the cognitive processing demands of the CCSS. The results of this study will allow teachers in Common Core states to utilize the instructional strategy of PBL as a means for meeting the cognitive processing needs of the CCSS.

The most recent phase of curriculum reform in the era of accountability is the Common Core State Standards (CCSS) which have essentially reshaped the landscape of public education. Its objective of preparing K-12 students for college and career upon high school graduation have prioritized English language arts, mathematics, and science over social studies, which is not part of widespread high-stakes testing for elementary students. This qualitative case study investigated eleven intermediate elementary teachers’ perceptions of alignment between CCSS and the elementary social studies curriculum. Data gathering analysis included two semi-structured interviews and an archival analysis of the mandated curriculum. The data revealed that perceptions of alignment vary among teachers and were influenced by the perceived effects of inadequate instructional time and resources, lack of content knowledge, and insufficient district levels of professional support. Teachers perceived some similarities between the methods of thinking skills, such as historical thinking and higher-order thinking, and the English/Language Arts standards of the Common Core and their district social studies curriculum. Despite perceived inadequate instructional time and resources, teachers believed that elementary social studies must be an instructional priority and found ways to include social studies through interdisciplinary approaches. Recommendations include district-level professional development focused on an integration between CCSS and social studies modeled in classroom practices. These approaches may improve use of instructional time and resources and reduce the marginalization of elementary social studies.

This research study was conducted to determine the impact of determine the perception of classroom teachers and building principals as to the effectiveness of required Reading and Writing Across the Curriculum in both core and non-core subject areas. Both core and non-core classes are presently required within the study school district to incorporate reading and writing strategies in their content areas. The researcher wanted to study the process to prepare administrators and teachers to work successfully with the advent of required common core standards for curriculum development. Strategies used in the study will help gather information to inform the preparation of administrators and teachers who adopt the Common Core State Standards in the area of Reading and Writing Across the Curriculum. This research study was conducted to determine the impact of determine the perception of classroom teachers and building principals as to the effectiveness of required Reading and Writing Across the Curriculum in both core and non-core subject areas. Both core and non-core classes are presently required within the study school district to incorporate reading and writing strategies in their content areas. The researcher wanted to study the process to prepare administrators and teachers to work successfully with the advent of required common core standards for curriculum development. Strategies used in the study will help gather information to inform the preparation of administrators and teachers who adopt the Common Core State Standards in the area of Reading and Writing Across the Curriculum.

This report was meant to extend the discussion between the effectiveness of reading and writing strategies in middle schools and preparing teachers for the Common Core State Standards. The author used a mixed method research design to find answers to her questions.

The world of education in the K–12 setting is constantly changing. The most recent shift in educational reform is the Common Core State Standards (CCSS). These new standards require students to think critically and demonstrate higher depths of knowledge. As a result, teachers are faced with the large task of realigning curriculum, instruction, and assessments to meet the new demands of Common Core. Unfortunately, with new standards and new expectations for assessments, teachers may feel overwhelmed and overextended. Professional Learning Communities (PLCs) offer a structure in which educators are able to collaborate and align content across grade levels. The six guiding principles outlined by DuFour, DuFour, and Eaker require PLC teams to state a shared vision, maintain a collaborative culture, collective inquiry, action orientation, commitment to continuous improvement, and result orientation. These principles, when combined with curriculum, instruction, and assessments, and the key elements of the CCSS provided the conceptual framework for this study. This study confirms when PLC structures are implemented with authenticity; individual members are better equipped to withstand the unpredictable changes in education.

This qualitative case study sought to better understand the manner in which PLC structures supported the development of curriculum, instruction, and assessments for 7^th and 8^th grade Common Core math. Through semi-structured interviews during the beginning and end of the first semester, multiple observations of PLC meetings, and document analysis, this study determined the following findings. First, this case study found that curriculum development for the Common Core Standards was supported as individual members built capacity between each other to redevelop new district-mandated textbooks. Second, instruction strategies for the new standards was maintained as PLC members demonstrated high levels of trust with each other in an effort to share individual shortcomings and challenges. Third, assessment development required teachers to reflect on both curriculum and instruction in an effort to promote student achievement. Finally, an unexpected finding of shared decision making was determined through participant interviews. Participants longed for greater autonomy within their PLC structures, and hoped to have greater input in the larger overarching decisions made school wide.

The implications of this study encourage educators in various school settings—urban, suburban, and rural—to continuously improve year after year through PLCs. Regardless of new reforms in education, PLC structures provide a stable environment for educators to professionally learn in their site communities. The recommendations for this qualitative case study include suggestions for policy, practice, and future research. For policy, district members and officials would be well advised to provide additional professional development days for all certificated staff on how to authentically implement PLC structures at school sites. For practice, the major themes of capacity building, trust, reflection, and shared decision making can guide PLC teams as they practice true collaboration through PLC structures. Once PLC structures are authentically implemented, curriculum development can begin, instructional strategies can be shared and improved, and assessments can be effectively aligned to new standards. For future research, it is recommended that the scope of study be expanded to include the K–12 grades as well as extend the study for multiple years. As educators and school sites continue to make greater meaning of the CCSS, the impact of PLC structures in relation to student achievement will improve. Therefore, additional research on the effectiveness of PLC structures in relation to curriculum, instruction, and assessments will be richer as Common Core continues to be implemented.

The purpose of this qualitative exploratory research study was to examine the perceptions of K-12 educational leaders who have experience related to Response to Intervention (RtI) and Common Core State Standards (CCSS). This study was guided by the following three research questions: 1. What do K-12 educational leaders who have systems knowledge and experience, related to Response to Intervention and CCSS, perceive as the potential modifications needed to align the assessment components (universal screening and progress monitoring) of Response to Intervention with the CCSS for Language Arts? 2. What do K-12 educational leaders who have systems knowledge and experience, related to RtI and the CCSS, perceive as challenges that may result from any modifications to the assessment components needed to aligning the assessment components of RtI with the CCSS for Language Arts at? 3. What strategies do K-12 educational leaders who have systems knowledge and experience, related to RtI and CCSS, perceive might be utilized to address any challenges regarding aligning the assessment components (universal screening and progress monitoring) of RtI with the CCSS for Language Arts?

This research study utilized a qualitative exploratory design and involved eight educational leaders from Southern California. The findings from this study supported five practice recommendations. The first recommendation was for LEAs to develop a shared vision in regards to the role of RtI in supporting the CCSS for ELA. The second recommendation was for LEAs to develop teams of stakeholders to participate in the development of a comprehensive plan, throughout all phases of implementation, to align their RtI assessment tools to the CCSS for ELA. The third recommendation was for LEAs to develop RtI assessment tools that aligned to the CCSS for ELA. The fourth recommendation was for LEAs to select a College and Career Readiness (CCR) or 21st century framework, in order to help teachers to support the CCR skills embedded in the CCSS. The fifth recommendation was for LEAs to create strategic professional development plans to ensure that teachers receive adequate training to teach the College and Career Readiness skills embedded in the CCSS for ELA.