The Relationship between Teacher Attitudes toward the Common Core State Standards and Informational Text

Author(s)

Marcie EstruchFollow

Date

9-2017

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Leah Kinniburgh

Keywords

Common Core, State Standards, Correlation, Informational Text, New York Teachers, Nonfiction, Teacher Attitude

Disciplines

Curriculum and Social Inquiry | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Educational Psychology | Other Education | Teacher Education and Professional Development

Recommended Citation

Estruch, Marcie, "The Relationship between Teacher Attitudes toward the Common Core State Standards and Informational Text" (2017). Doctoral Dissertations and Projects. 1537.
https://digitalcommons.liberty.edu/doctoral/1537

Abstract

This study sought to determine the relationship between teachers’ attitudes toward the Common Core State Standards and three predetermined factors. These factors were (1) teachers’ attitudes toward the practicality of pedagogical shift three, balancing informational and literary texts, (2) teachers’ attitudes toward school support with the implementation process of pedagogical shift three, balancing informational and literary texts, and (3) teachers’ attitudes toward the balance of informational and literary texts in comparison with the previous set of New York State standards. Through the use of a teacher survey, the researcher assessed the relationship between teachers’ attitudes toward the Common Core State Standards and these three factors. This study found a moderate correlation between the three predetermined factors and teachers’ attitudes toward the Common Core State Standards. The findings of this research will aid in creating a plan for properly preparing and supporting teachers to effectively implement pedagogical shift three of the Common Core State Standards. The participants of this study were kindergarten, first, and second grade teachers throughout the state of New York.