The CORE Community: Career and Technical Education Teachers' Perceptions of the Common Core State Standards after a Professional Development Training

Autor/inn/en	Stair, Kristin; Hock, Gaea; Warner, Wendy; Levy, Natalie; Conrad, Michelle
Titel	The CORE Community: Career and Technical Education Teachers' Perceptions of the Common Core State Standards after a Professional Development Training
Quelle	In: Career and Technical Education Research, 42 (2017) 2, S.117-130 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-754X
Schlagwörter	Vocational Education; Vocational Education Teachers; Teacher Attitudes; Common Core State Standards; Faculty Development; Integrated Curriculum; Teacher Surveys + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Ausbilder; Lehrerverhalten; Common core curriculum; Curriculum; Kerncurriculum
Abstract	Since the 1983 U.S Department of Education's report, "A Nation at Risk," various educational initiatives have been developed to support an increase in state standards and greater educational accountability (Liebtag, 2013). Despite opportunities to link Common Core State Standards (CCSS) and instructional curriculum, CTE teachers often describe a lack of preparedness to teach the CCSS standards. The purpose of this exploratory study was to better understand CTE teachers' perceptions of the Common Core State Standards (CCSS) after completion of a professional development training program (i.e., CORE Community). Over 170 teachers completed the CORE Community training, of those 71 teachers completed an electronic survey designed to measure teacher's perceptions of their integration of the CCSS in their classrooms. Prior to CORE Community training, only half of the participants had received additional training on CCSS. Overall, even after directed CCSS training, participants desired additional resources and ideas for integration, though they did indicate changes in their methods of CCSS integration after completing the training program and an increased likelihood to reach out to other teachers for assistance in integrating CCSS. (As Provided).
Anmerkungen	Association for Career and Technical Education Research. Web site: http://acteronline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01