ERIC Number: EJ1174566
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Questioning Reform in the Standards Movement: Professional Development and Implementation of Common Core across the Rural South
Barrett-Tatum, Jennifer; Smith, Jason M.
Teachers and Teaching: Theory and Practice, v24 n4 p384-412 2018
The Common Core State Standards (CCSS) were adopted in an effort to create a consistent set of standards across schools, districts, and states in order to ensure equality of educational opportunities for all students in the country. Educational reform through standardization implies that across thousands of miles and millions of students, individual classroom teachers are able to create equitable instruction based on policy and curriculum mandates. For such reform efforts to be successful, standards must be implemented with fidelity, thoroughness, and strong support from stakeholders. The present study examines the role of teacher preparation for CCSS implementation, notably in rural and economically depressed districts in the American South. Teachers were surveyed about their CCSS professional development experiences and needs, CCSS instructional and assessment practices, and perceptions of student learning related to new standards. The analysis reveals that teachers do not feel fully prepared to teach according to CCSS, and highlights areas of professional development where districts failed to support effective teacher implementation. Findings from this study illustrate inequitable professional development for teachers and provide implications for professional development types, content, and quality that teachers perceive as essential for CCSS success.
Descriptors: Common Core State Standards, Educational Change, Rural Areas, Geographic Regions, Equal Education, Educational Opportunities, Teaching Methods, Educational Policy, Fidelity, Teacher Education, Role, Disadvantaged, Faculty Development, Teacher Surveys, Teacher Attitudes, School Districts, Elementary School Teachers, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: South Carolina; Georgia; North Carolina; Tennessee