Expectations for implementing Common Core State Standards and new programs for reading in a Title I school: case studies of the role of teachers’ knowledge and beliefs

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Kellee Dillard Watkins (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Barbara Levin

Abstract: The purpose of this qualitative case study was to investigate the role of six elementary teachers’ knowledge and beliefs when implementing the Common Core State Standards (CCSS) for reading in their school context. The source(s) of any change(s) in teachers’ knowledge and beliefs while learning about and implementing the CCSS was also investigated. Six focal teachers were selected to participate in this study based on purposeful sampling at a Title I school in the southeastern United States. Data were collected about these teachers’ knowledge and beliefs about reading through observations, interviews, and the Literacy Orientation Survey (Lenski, 1998) to craft case studies of each teacher. Three District and school leaders were also interviewed to provide additional perspectives on the context of this study. A cross-case analysis highlighted several key findings. First, the teachers did not have solid knowledge of reading or the CCSS for reading. Second, their prior beliefs, including their beliefs about their students’ abilities and motivation, informed their instructional decision-making. Third, although the teachers viewed themselves as constructivists, their traditional application of reading practices followed District and school expectations for instruction. Fourth, changes in teachers’ knowledge, beliefs, and practices were attributed to those expectations. Finally, teachers in the study made choices about how to implement the CCSS based on District and school expectations, their students, state assessments, and online resources. This study yielded several recommendations related to implementing new instructional programs and structures for teaching reading when teachers are also expected to use standards-based instruction. Recommendations for district leaders include collaborating with teachers, administrators, and curriculum leaders to create a common vision, common vocabulary, and aligned goals for implementing new programs and standards. District leaders should also create a timeline for preparing and supporting school-based professionals implementing new programs and standards, allocating resources, and providing on-going professional development. School administrators must ensure that school visions and timelines are aligned with District expectations and support the needs of the school. School-based teachers, teacher leaders, curriculum coaches, and administrators need opportunities to collaborate in order to create a shared commitment to learning when implementing new programs and standards.

Additional Information

Language: English
Date: 2016
Beliefs, Case Study, Common Core State Standards, Knowledge, Practices, Reading
Reading (Elementary) $z United States
Elementary school teachers $z United States $x Attitudes
Reading teachers $z United States $x Attitudes
Common Core State Standards (Education)

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