Teachers' Perceptions of Curricular Change

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dc.contributor.advisorBaines, Lawrence
dc.creatorRulison, Sheila Renee
dc.date.accessioned2019-04-27T21:23:46Z
dc.date.available2019-04-27T21:23:46Z
dc.date.issued2012
dc.description.abstractThe purpose of this study was to examine teachers' perceptions of curricular change and how teachers in one high school in the southwestern United States viewed the potential effects of the implementation of Common Core State Standards. Surveys, focus group sessions, one-on-one interviews, and various observational techniques were used to ascertain teacher perceptions. Teachers reported confidence in their abilities to challenge students, to provide alternative explanations and examples, to adjust their lessons based on student need, and to use a variety of instructional strategies and assessments. However, perceptions of self-efficacy dropped significantly and varying levels of anxiety emerged when faced with actual performance-based tasks from the Common Core.
dc.description.abstractThe study found few initiatives were being utilized during the initial transition phase to help prepare teachers for an impending fundamental educational reform, yet teachers had great faith that administrators would eventually provide substantive professional development. When asked to design optimal professional development, teachers articulated a preference for practical, relevant, specific, peer-initiated, intellectually-stimulating experiences. Implications for the study include the need to provide timely, focused, thorough professional development during critical incubative periods.
dc.format.extent199 pages
dc.format.mediumapplication.pdf
dc.identifier9915407202042
dc.identifier.urihttps://hdl.handle.net/11244/318579
dc.languageen_US
dc.relation.requiresAdobe Acrobat Reader
dc.subjectHigh school teachers--Attitudes
dc.subjectCurriculum change--Public opinion
dc.thesis.degreePh.D.
dc.titleTeachers' Perceptions of Curricular Change
dc.typetext
dc.typedocument
ou.groupJeannine Rainbolt College of Education::Department of Instructional Leadership and Academic Curriculum

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