The opportunity for the nation’s students to secure gainful employment and economic stability is becoming increasingly tied to the attainment of postsecondary education (OECD, 2016). Student postsecondary success is tied to students’ level of college and career readiness, which can be partially attributed to the quality of education received in their K-12 studies. Current standards-based reform policy connected to the Common Core State Standards has been developed to promote college and career readiness through the provision of equitable standards for all students. The introduction and successful implementation of the CCSS requires teachers to shift their instruction to assist students with mastering the standards. As these changes are implemented across the nation, it becomes imperative that teachers understand the changes required of students as well as instruction tied to the standards, and can implement them, enabling students to master the concepts and skills associated with their grade and preparing them for the postsecondary studies needed to assist with the attainment of educational equity and a foundation for postsecondary success (Rothman, 2011). The CCSS are now 7 years old, and Louisiana educators have been using them as a basis for instruction for the past 5 years. Are Louisiana teachers fully aware of what instruction aligned to the standards truly means, and their role in advancing equal educational opportunities for students and the achievement of postsecondary success?
This phenomenological case captures data regarding teachers’ experiences with and understanding of the CCSS, the types of thinking required of college and career ready students, the instructional shifts needed for students to successfully access the standards, and the roles of teachers and of the standards in advancing equal educational opportunities for students. Based on the analysis of data from interviews and focus group discussion, the researcher found that (1) teachers are aware of the types of thinking and instructional shifts required of the CCSS, but are still experiencing a steep learning curve, and (2) although equity and equal educational opportunity are the intent of the standards, it may not be the reality. The reality is that the teacher makes the difference and provides the opportunity.
|Advisor:||Trahan, Mitzi P., Briggs, Christine J.|
|Commitee:||Campbell, Kathleen T., Pope, Janet M.|
|School:||University of Louisiana at Lafayette|
|School Location:||United States -- Louisiana|
|Source:||DAI-A 79/09(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Education Policy, Teacher education|
|Keywords:||College and career readiness, Common Core State Standards, Educational change, Human capital theory, Standards-based reform, Teacher perceptions|
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