Date

4-17-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Sharon Farrell

Keywords

education, student motivation, curriculum, Common Core State Standards, Common Core, CCSS, high-stakes testing, standardized tests, real world, instruction, teachers, curriculum narrowing, alternate grading, student-centered, teacher-centered, motivate

Disciplines

Education

Abstract

The purpose of this hermeneutic phenomenological study was to describe the lived experiences of English teachers and determine how implementing Common Core State Standards has influenced student motivation for middle school language arts students at Smith Middle School. Since the implementation of increased testing, changes in curriculum, and mandated instructional strategies, student motivation has declined in secondary students. The theory guiding this study was Dewey’s theory of experience which explains that students should have individualized, challenging, real-world learning opportunities. Dewey’s theory connected to this study of how the Common Core State Standards have changed the school’s instructional model. The sample size was ten teachers at Smith Middle School, and data were collected using observations, interviews, and a focus group. All data was coded and analyzed for themes. The themes of boredom, real-world connections, curriculum narrowing, and the sub-themes of exhaustion, use of computer programs, testing, alternate grading, creativity, and teacher versus student-centered instruction were identified. There is a current need to revise CCSS, student curriculum, and instructional strategies involving real-world instruction based on data analysis and recommendations for future research.

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