Willingness to Implement Common Core in Science: Effects of Teachers' Sense of Efficacy, Instructional Satisfaction, and Attitudes

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Autor/in	Ikner, Martha M.
Titel	Willingness to Implement Common Core in Science: Effects of Teachers' Sense of Efficacy, Instructional Satisfaction, and Attitudes
Quelle	(2018), (150 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Claremont Graduate University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4383-3121-1
Schlagwörter	Hochschulschrift; Dissertation; Program Implementation; Common Core State Standards; Science Instruction; Instructional Effectiveness; Self Efficacy; Satisfaction; Teacher Attitudes; Science Teachers; Intermediate Grades; Secondary School Science; Middle School Teachers; Secondary School Teachers; Urban Schools; School Districts; Teaching Experience; Experienced Teachers; Faculty Development; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Common core curriculum; Curriculum; Kerncurriculum; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Zufriedenheit; Lehrerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mittelstufe; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Kalifornien
Abstract	The California State Board of Education's decision to adopt the Common Core State Standards Initiative, with the incorporation of English language arts expectations for literacy in science, has not yet ensured complete involvement and support of all science educators to implement instructional change. Teachers' willingness to implement this mandatory education policy has shown attitudes of acceptability, opposition, or contention. Using a mixed methods approach, path analysis was employed to study the effects of teachers' sense of efficacy, instructional satisfaction, and attitudes of instructional implementation on willingness to implement the Common Core literacy standards into science instruction. Further, the secondary part of the study examined whether the effects of perceived efficacy, dimensions of instructional satisfaction, and attitudes of implementing Common Core differed for more experienced and less experienced science teachers; and differed for intermediate school and high school level science teachers. Last, the aim was to find what information could be drawn about professional development training that addressed willingness toward implementing the Common Core State Standards for literacy into science instruction. Survey data were electronically collected from 26 intermediate school science teachers and 20 high school science teachers from two urban school districts in southern California. Descriptive statistics were used to summarize demographic data from a sample of science teachers and to analyze survey measures. The method of path analysis was used to identify significant predictors of teachers' willingness to implement Common Core ELA literacy standards into science instruction. Statistically significant variables were professional development on Common Core, satisfaction with teaching science at my school, congruence, and calm a student who is disruptive or noisy. Using the independent samples "t"-test, results showed experienced science teachers with more than five years of teaching experience obtained higher mean efficacy scores for instructional strategies and for classroom management than less experienced science teachers with less than five years of teaching experience. Additionally, experienced teachers showed higher mean scores for instructional satisfaction and for attitudes of congruence, cost, and difficulty with use toward implementing Common Core in science than that of early career teachers with less than five years of teaching experience. As for school level, intermediate school science teachers showed higher efficacy mean scores for instructional strategies and for classroom management; and for higher mean scores for attitudes of congruence, cost, difficulty of use, and importance toward implementing Common Core in science than that of high school science teachers. Respondents expressed their feelings, attitudes, and mindsets toward motivation for participation in professional development training, their willingness associated with continuing to use new practices and innovations, Common Core ELA literacy training, Common Core implementation concerns in science instruction, and education values in science. The importance of professional development was the most salient finding. Recommendations for policy and practice and implications for future research were discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01