Examining elementary literacy teachers' perceptions of their preparedness to implement the English language arts common core state standards

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Melissa Eileen Adams-Budde (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Advisor
Sam Miller

Abstract: The purpose of this study was to examine elementary literacy teachers' perceptions of their preparedness to implement the English Language Arts Common Core State Standards (ELA CCSS). Preparedness was defined as teachers' perceived levels of knowledge of the standards and its components; efficacy to implement changes; and actual changes to their instructional practices. A survey was developed based on the literature and administered to 158 elementary school teachers in two districts. Findings from the study document the nature of their professional development and identify areas where additional development opportunities are necessary. Discussion focuses on the need to provide more time and supports to teachers as they deal with the challenges of the new standards.

Additional Information

Publication
Dissertation
Language: English
Date: 2014
Keywords
Common Core, Elementary, Literacy, Preparedness, Survey Research
Subjects
Language arts (Elementary) $x Standards $z United States
Elementary school teachers $z United States $x Attitudes $x Statistics
Educational surveys $z United States

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