The implementation of the Common Core State Standards in English/Language Arts and Mathematics into the kindergarten through 12th grade curriculum in the United States presents a unique opportunity for teacher preparation programs to realign their curriculum with the curriculum of the primary and secondary schools. However, it is unknown how teacher preparation programs are approaching this possible change. This qualitative descriptive case study examined the organizational change process that was employed by one teacher preparation program to incorporate the Common Core State Standards for Mathematics (CCSSM) into their curriculum. The change was examined through the organizational development lenses of Kotter and Rogers. Interviews and a focus group with key stakeholders in the change process ( N = 13) along with analysis of documents such as syllabi, research plans, and curriculum provided data to answer the research question. Data were initially coded into 5 main organizational categories, establishing, defining, implementing, refining, and finalizing, then further coded based on emergent themes. The last 2 categories, refining and finalization, were not clearly evident in the data, and therefore it was more difficult to use a priori coding. The data revealed that the leaders of the organizational change developed and delivered professional development activities to train faculty and aligned syllabi of general education and teacher education classes with the CCSSM. The results of this study can be used to help other teacher preparation programs plan organizational change and provide motivation for programs that have yet to address the CCSSM.
|Commitee:||Keen, Cheryl, Lacy, Gary|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 76/03(E), Dissertation Abstracts International|
|Subjects:||Elementary education, Teacher education|
|Keywords:||Common core, Curriculum based change, Elementary math, Organizational development, Teacher education, Teacher preparation|
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