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The core reading standards: A basic ...

Phillips, Lavern.

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The core reading standards: A basic qualitative study of elementary teachers' perceptions.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The core reading standards: A basic qualitative study of elementary teachers' perceptions./
Author:	Phillips, Lavern.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	131 p.
Notes:	Source: Dissertations Abstracts International, Volume: 78-10, Section: A.
Contained By:	Dissertations Abstracts International78-10A.
Subject:	Elementary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10261721
ISBN:	9781369673234

The core reading standards: A basic qualitative study of elementary teachers' perceptions.
Phillips, Lavern.

The core reading standards: A basic qualitative study of elementary teachers' perceptions. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 131 p.

Source: Dissertations Abstracts International, Volume: 78-10, Section: A.

Thesis (Ph.D.)--Capella University, 2017.

This item must not be sold to any third party vendors.

The Common Core State Standards in English Language Arts were a part of a reformation of the nation's reading standards. The demands for higher standards were due to the general public and Federal legislators request for higher student achievement. The purpose of this basic qualitative study was to explore the teachers' life experiences, thoughts, feelings, and concerns regarding the implementation of the Common Core Reading Standards during its initial years of implementation. Bandura's theory of self-efficacy was used to explain how teachers' beliefs and confidence in their teaching abilities influenced the eight participants' performance in their classrooms during the implementation of the Common Core English Language Arts Standards. Purposive sampling was used to select the eight participants in the study. This basic qualitative study examined the influences elementary school teachers' perceptions had on the implementation of the Common Core Standards for English Language Arts. The study also compiled participants' descriptions of the Common Core English Language Arts Standards during the implementation process. Additionally, the study attempted to determine the effects of the teachers' perceptions during the implementation of the Common Core Standards for English Language Arts. Surveys, interviews and observation checklists were used to collect the data analyzed in this study. A step-by-step process was used to analyze the data collected in this study. The findings revealed that teachers' with high levels of efficacy were motivated to implement the Common Core Standards for English Language Arts despite the desire for additional resources, training, and support. In conclusion, the implications of an on-going professional development plan may benefit teachers who are utilizing the Common Core Standards for English Language Arts.

ISBN: 9781369673234Subjects--Topical Terms:

641385
Elementary education.

The core reading standards: A basic qualitative study of elementary teachers' perceptions.
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500 $a Source: Dissertations Abstracts International, Volume: 78-10, Section: A.
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520 $a The Common Core State Standards in English Language Arts were a part of a reformation of the nation's reading standards. The demands for higher standards were due to the general public and Federal legislators request for higher student achievement. The purpose of this basic qualitative study was to explore the teachers' life experiences, thoughts, feelings, and concerns regarding the implementation of the Common Core Reading Standards during its initial years of implementation. Bandura's theory of self-efficacy was used to explain how teachers' beliefs and confidence in their teaching abilities influenced the eight participants' performance in their classrooms during the implementation of the Common Core English Language Arts Standards. Purposive sampling was used to select the eight participants in the study. This basic qualitative study examined the influences elementary school teachers' perceptions had on the implementation of the Common Core Standards for English Language Arts. The study also compiled participants' descriptions of the Common Core English Language Arts Standards during the implementation process. Additionally, the study attempted to determine the effects of the teachers' perceptions during the implementation of the Common Core Standards for English Language Arts. Surveys, interviews and observation checklists were used to collect the data analyzed in this study. A step-by-step process was used to analyze the data collected in this study. The findings revealed that teachers' with high levels of efficacy were motivated to implement the Common Core Standards for English Language Arts despite the desire for additional resources, training, and support. In conclusion, the implications of an on-going professional development plan may benefit teachers who are utilizing the Common Core Standards for English Language Arts.
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