Dissertation/Thesis Abstract

Identifying teachers' perceptions of professional development during the transition to Common Core Standards
by Young, Francine, Ed.D., University of Phoenix, 2015, 161; 3738977
Abstract (Summary)

The purpose of this hermeneutical phenomenological study was the identification of teachers’ perceptions of professional development during the transition to and implementation of Common Core State Standards (CCSS) in the classroom. National reform efforts driven by an increased need for skill acquisition applicable to diverse needs in an ever-expanding global economy and increased demands for teacher accountability in the realm of student achievement requires additional teacher professional development. This study applied the constructs of social learning theory and constructivism in developing both the research questions and subsequent interview questions used during the data collection phase. Identification of overarching themes and patterns in participant responses provided crucial information relevant to the ongoing development of teacher professional development training opportunities from which teachers improve and expand pedagogical knowledge while applying CCSS in classroom instruction. The key emergent these derived from data analysis include, Theme 1: Sharing informational resources; Theme 2: Engagement and active participation; Theme 3: Collaboration enhances implementation; and Theme 4: Implementation and support. This study has the prospective to provide positive progress in the development and delivery of professional development aligned to teachers’ stated interests and concerns.

Indexing (document details)
Advisor: Edwards, Terri
Commitee: Abelein, Susan, Stewart, Merian
School: University of Phoenix
Department: Advanced Studies
School Location: United States -- Arizona
Source: DAI-A 77/04(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, Education Policy, Teacher education
Keywords: Common core standards, Professional development, Teacher perceptions
Publication Number: 3738977
ISBN: 9781339295152
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