Implementing a Large-Scale Curriculum: Educators' Self-Assessments and Beliefs

Autor/inn/en	Watson, George; Liang, Jia; Sottile, James
Titel	Implementing a Large-Scale Curriculum: Educators' Self-Assessments and Beliefs
Quelle	In: Journal of School Administration Research and Development, 5 (2020) 2, S.52-62 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2470-8496
Schlagwörter	Curriculum Implementation; Common Core State Standards; College Readiness; Career Readiness; Teacher Attitudes; Knowledge Level; Teacher Characteristics; Gender Differences; Instructional Program Divisions; Educational Attainment; Time Management; Age Differences; Cultural Capital; Teaching Experience; Teacher Collaboration; Elementary Secondary Education; Language Arts; Mathematics Teachers; West Virginia + Suchen Sie Ihr Suchwort? Common core curriculum; Curriculum; Kerncurriculum; Lehrerverhalten; Wissensbasis; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Zeitmanagement; Age; Difference; Age difference; Altersunterschied; Lehrerkooperation; Sprachkultur; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende
Abstract	This study focused on educators' beliefs about implementing a large-scale curriculum called Common Core State Standards (CCSS), or as they are identified in one state, College- and Career- Readiness Standards. Building-level educators in the state of West Virginia were surveyed using a modified Stages of Concern instrument that measures attitudes toward an innovation at a given point in its implementation (Hall et al, 1977). The research questions for the study were: (1) What is the comfort level of educators with new curriculum standards four years after adoption? and (2) What are the relationships among gender, grade level taught, the highest degree earned, and age on educators' comfort level and concern toward a new curriculum set of standards? For research question one, the data showed that mathematics and English language arts teachers held a high awareness of the standards and were not overly concerned about the standards regarding time management. For research question two, simple regression results revealed significant relations between five of the seven stages of concern and some demographic variables: "awareness" with grade level taught and gender, "informational" with the highest degree obtained, "personal" with age, "management" with grade level taught, and "collaboration" with age. In general, educators who had more years of teaching, higher educational credentials, and were older were more likely to know where and how to obtain additional resources as well as get assistance, possibly as a result of their experiences and sociocultural capital gained over the years on the job. Administrators' views were in alignment with teachers regarding their awareness of the standards and time management, and administrators were slightly more concerned with the consequences of the new standards and with teacher collaboration. (As Provided).
Anmerkungen	Principal Research Center, Inc. Peters Business Building Room 385, 5245 N. Backer Avenue m/s PB16, Fresno, CA 93740-8001. Tel: 424-281-4032; e-mail: editor@JSARD.org; Web site: http://www.jsard.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01