Dissertation/Thesis Abstract

Teacher Perceptions of their Common Core Professional Development
by Hockaday, Lisa Marie, Ed.D., Piedmont College, 2015, 143; 3729969
Abstract (Summary)

Over several decades, school reform efforts have been mounted in order to improve student learning and to prepare students for a global community. In 2010, governors from the fifty states met and supported the establishment of national standards, the Common Core State Standards, to prepare students for college and careers. Georgia adopted the Common Core State Standards, and as with any new curriculum adoption, professional development is usually provided. During the 2011–2012 school year, school systems across Georgia provided various professional development opportunities for teachers to learn about the Common Core State Standards. The purpose of this study was to examine teachers’ perceptions of their Common Core professional development and utilized a survey consisting of multiple choice and open-ended questions. Three hundred seventy-two educators from sixteen school districts across the state of Georgia participated in this study. Three main themes emerged: Teachers prefer working in smaller, collaborative groups in professional development; teachers were satisfied with their school and school district’s training but did not receive consistent follow-up, modeling, or coaching afterwards; teachers utilized websites developed to support the Common Core State Standards and relied on their colleagues in order to learn more about the curriculum and to implement the standards.

Indexing (document details)
Advisor: Gnecco, Donald
Commitee: Crowder, Isabelle, Lucado, Charles
School: Piedmont College
Department: School of Education
School Location: United States -- Georgia
Source: DAI-A 77/03(E), Dissertation Abstracts International
Subjects: Teacher education, Continuing education, Curriculum development
Keywords: Common core, Professional development, Professional learning, Staff buy-in
Publication Number: 3729969
ISBN: 978-1-339-16003-0
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