School of Education
Doctor of Education (EdD)
Common Core State Standards, Constructivism, Perception, Professional Development, Social Learning Theory, Teaching
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
Hipsher, Christine, "Educators' Perceptions Regarding Common Core State Standards and Professional Development" (2014). Doctoral Dissertations and Projects. 804.
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.
Curriculum and Instruction Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Secondary Education and Teaching Commons