Date

3-2014

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Billie Holubz

Keywords

Common Core State Standards, Constructivism, Perception, Professional Development, Social Learning Theory, Teaching

Disciplines

Curriculum and Instruction | Educational Administration and Supervision | Elementary and Middle and Secondary Education Administration | Elementary Education and Teaching | Junior High, Intermediate, Middle School Education and Teaching | Secondary Education and Teaching | Teacher Education and Professional Development

Abstract

The purpose of this multiple case study was to explore the impact of the implementation of the Common Core State Standards in Georgia K-12 on the professional development needs of educators. Across the United States the enactment of a Common Core State Standards went into effect. The primary goal of the Common Core State Standards movement was to clarify standards. Accordingly, this study reviewed Social Learning Theory and Constructivism. The research questions in this study examined the types of support educators requested. The research conducted in this multiple case study analyzed teachers' perceptions about the implementation of the CCSS and effective professional development practices. Data was collected over a period of a couple months, and transcripts of interviews, focus groups, and reflective journals were analyzed using theme analysis. The overarching themes identified in the study included the frustration that educators felt throughout the implementation year, and the additional support they would like to receive. Recommendations for effective professional development practices included the incorporation of technological resources, opportunities for professional collaboration, respectful use of educators' time, a home school connection, inclusion of all staff working with students in professional development, and a focus on supporting students academically. All information shared with educators was expected to be organized and relevant. The results of this study indicated a need for additional professional development instruction and research.

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