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
Recommended Citation
Riveiro Torres, Elsie Fabiola, "Teachers’ Experiences on Adaptations to Instructional Practices on the Transition to the Common Core State Standards: A Phenomenological Study" (2022). Doctoral Dissertations and Projects. 3968.
https://digitalcommons.liberty.edu/doctoral/3968
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.
