Krista WebbFollow

Date

3-2014

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Angela Smith

Keywords

Common Core State Standards, Common Core State Standards for English Language Arts & Literacy in history/social studies, lesson plans, implementation, reflection, professional development, secondary social studies education, teaching experiences

Disciplines

Curriculum and Instruction | Educational Assessment, Evaluation, and Research | Educational Methods | Secondary Education and Teaching

Abstract

The purpose of this phenomenological study was to examine the experiences of secondary social studies teachers who implemented Common Core State Standards for English Language Arts & Literacy in history/social studies, science and technical subjects in social studies courses requiring End of Course Tests at secondary schools in one suburban district in Georgia. Ten teachers of United States history and economics courses participated in this study. Data was collected through questionnaires, reflective online journaling, documents, individual interviews, and focus groups. Analysis was conducted using transcription, thematic coding, textural and structural descriptions, and a composite description of the essence of the experiences. Findings included teachers used creative lesson plans, primary source documents, and writing to implement the literacy standards. Teachers expressed a need for professional development, concerns about students' knowledge and understanding of complex vocabulary and students' reading skills, and lack of alignment between the summative assessment instrument and the literacy standards. Economics teachers had a difficult time finding appropriate materials for the implementation.

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