Exploring the Impact of the Common Core State Standards Implementation Through the Eyes of Teachers', Parents', and Administrators' Beliefs and Attitudes Related to Reading Instruction
type: CreativeWork
description: Belief(s) and attitude(s) about education, moreover reading, can shape the way in which we respond to pressures to initiate instructional changes in schools and society. Recently, an enormous reform effort, known as the Common Core State Standards (CCSS) is underway in the nation. The implementation plays a critical role in how the CCSS will be received. In light of being received, how will they impact teachers’, parents’, and administrators’ belief(s) and/or attitude(s) related to reading? According to research, there is a need to consider teachers’, parents’, and administrators’ belief(s) and/or attitude(s) about reading, which may play a role in the implementation of the Common Core State Standards (CCSS) in reading. It is by looking at the belief(s) and/or attitude(s) held about reading that a picture of the implementation process concerning the CCSS in reading can emerge. This study was conducted at two elementary public schools. The purpose of the study was to explore teachers’, parents’, and administrators’ belief(s) and/or attitude(s) related to the implementation of CCSS in the elementary setting and how those belief(s) and/or attitude(s) were similar and different. All names and settings are pseudonyms. A qualitative approach using Spradley’s (1980) Developmental Research Sequence was used to explore the implementation of the CCSS. The studied included: five elementary teachers (one from each grade level 1-5 chosen voluntarily), five parents (one from each grade level from the selected teacher’s classroom), and two administrators (one from each school, K-3 and 4-6). The ethnographic case study provided a glimpse into teachers’, parents’, and administrators’ belief(s) and/or attitude(s) held about reading and the impact these belief(s) and/or attitude(s) had related to the implementation process of the CCSS in reading.
abstract: Belief(s) and attitude(s) about education, moreover reading, can shape the way in which we respond to pressures to initiate instructional changes in schools and society. Recently, an enormous reform effort, known as the Common Core State Standards (CCSS) is underway in the nation. The implementation plays a critical role in how the CCSS will be received. In light of being received, how will they impact teachers’, parents’, and administrators’ belief(s) and/or attitude(s) related to reading? According to research, there is a need to consider teachers’, parents’, and administrators’ belief(s) and/or attitude(s) about reading, which may play a role in the implementation of the Common Core State Standards (CCSS) in reading. It is by looking at the belief(s) and/or attitude(s) held about reading that a picture of the implementation process concerning the CCSS in reading can emerge. This study was conducted at two elementary public schools. The purpose of the study was to explore teachers’, parents’, and administrators’ belief(s) and/or attitude(s) related to the implementation of CCSS in the elementary setting and how those belief(s) and/or attitude(s) were similar and different. All names and settings are pseudonyms. A qualitative approach using Spradley’s (1980) Developmental Research Sequence was used to explore the implementation of the CCSS. The studied included: five elementary teachers (one from each grade level 1-5 chosen voluntarily), five parents (one from each grade level from the selected teacher’s classroom), and two administrators (one from each school, K-3 and 4-6). The ethnographic case study provided a glimpse into teachers’, parents’, and administrators’ belief(s) and/or attitude(s) held about reading and the impact these belief(s) and/or attitude(s) had related to the implementation process of the CCSS in reading.
author: Coglaiti, Sheryl
keywords: reading, common core, implementation, beliefs, attitudes, administrators, parents, teachers
date published: 2014-01-01T08:00:00Z
date modified: 2026-07-24T02:57:56Z
provider: Lousiana State University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Educational Theory, Policy, and Practice

PropertyValue
property ID: DOI
value: 10.31390/gradschool_dissertations.686