Date

11-17-2022

Department

School of Education

Degree

Doctor of Education in Educational Leadership (EdD)

Chair

Justin Necessary

Keywords

Common Core State Standards (CCSS), change, instructional practices, transition

Disciplines

Educational Leadership

Abstract

The purpose of this transcendental phenomenology study was to discover the experiences that elementary teachers have had regarding changes or adaptations to their instructional practices in the transition to the implementation to the Common Core State Standards (CCSS). The central research question that guided the study was based on the purpose of the study: What are the experiences that elementary teachers have had regarding changes or adaptations to their instructional practices in the transition to the implementation to the CCSS? Transcendental phenomenology was the methodological approach in this investigation because the goal was to describe the meanings of the experiences in terms of what was experienced and how it was experienced. Purposive and snowball sampling was used to recruit 12 to 15 teachers with a minimum of eight years of experience from one elementary school in the Central Florida area that was the research site. Data were collected from interviews, focus groups, and lesson plans. The data analysis procedure used for this study was the Moustakas’ phenomenological data analysis, specifically Moustakas’ modification of van Kaam method of analysis. Results of the study were the synthesis of the meanings and essences of the phenomenon that represented the entire group as one.

Share

COinS