Sponsor
Portland State University. Department of Educational Leadership and Policy
First Advisor
Nicole Rigelman
Term of Graduation
Fall 2021
Date of Publication
11-2-2021
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.) in Educational Leadership: Curriculum and Instruction
Department
Curriculum & Instruction
Language
English
Subjects
Mathematics -- Curricula -- Standards, Mathematics -- Study and teaching (Elementary)
DOI
10.15760/etd.7727
Physical Description
1 online resource (x, 176 pages)
Abstract
Standards-based mathematics curricula are intended to shape teachers' classroom instruction in alignment with the content and practices of the Common Core State Standards for Mathematics. Instructional leaders facilitating teachers' implementation of these curricula frequently offer a variety of resources and structures to support effective curriculum use, but teachers themselves do not always find these supports to be helpful. Because teachers' concerns vary, understanding teachers' own perspectives is an important starting place for aligning support with teachers' needs. This case study explored the concerns of teachers from three U.S. school districts during their first year of implementing Bridges in Mathematics, a standards-based elementary school mathematics curriculum. Using the Concerns-Based Adoption Model's Stages of Concern as a theoretical framework, this study identified what teachers perceived as barriers to their classroom implementation of this standards-based curriculum, and the supports they believed would help them overcome these barriers. Data from teacher surveys and interviews showed that these perspectives differ for teachers from different Stages of Concern. The findings of the study were used to develop composite descriptions that provide portraits of teachers whose primary concerns are Self-related, Task-related, or Impact-related. Recommendations are offered for curriculum leaders to align differentiated support for teachers of each concern type.
Rights
© 2021 Karen Ann Prigodich
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
Persistent Identifier
https://archives.pdx.edu/ds/psu/36908
Recommended Citation
Prigodich, Karen Ann, "Early Implementation of a Standards-Based Mathematics Curriculum: Understanding Teacher Perspectives and Concerns" (2021). Dissertations and Theses. Paper 5856.
https://doi.org/10.15760/etd.7727