Identifier

etd-06032014-161305

Degree

Doctor of Philosophy (PhD)

Department

Educational Theory, Policy, and Practice

Document Type

Dissertation

Abstract

This study explored the implementation process of five teachers and two administrators of the Common Core State Standards in Reading. This ethnographic case study investigates one groups’ attitudes and instructional practices. The researcher focused on three questions in order to provide an in-depth analysis of the data collected. These questions include: How do educators implement and develop reading curriculum from the Common Core State Standards? How does the mandated requirements of the CCSS impact the attitudes of reading teachers? How do primary grade teachers approach the CCSS in comparison to upper elementary teachers? The study followed an ethnographic analysis method detailed by James P. Spradley (1980) in his book, The Participant Observer. Data collection included interviews, observations, and documents gathered by the researcher. While this was a qualitative research study and not generalizable, the researcher sought to provide a detailed analysis of the data collected and suggests conclusions that can be inferred from the study.

Date

2014

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Cheek, Earl

DOI

10.31390/gradschool_dissertations.2337

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