First Advisor

Nicole Rigelman

Term of Graduation

Fall 2021

Date of Publication


Document Type


Degree Name

Doctor of Education (Ed.D.) in Educational Leadership: Curriculum and Instruction


Curriculum & Instruction




Mathematics -- Curricula -- Standards, Mathematics -- Study and teaching (Elementary)



Physical Description

1 online resource (x, 176 pages)


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.


© 2021 Karen Ann Prigodich

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