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Implementing Standards-Based Reform Policy : = An Examination of Special and General Education Teacher Perceptions of the Common Core State Standards for Students in a Mid-Atlantic School District.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Implementing Standards-Based Reform Policy :/
其他題名:	An Examination of Special and General Education Teacher Perceptions of the Common Core State Standards for Students in a Mid-Atlantic School District.
作者:	Green, Lisa Powell.
面頁冊數:	1 online resource (152 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
標題:	Education policy. -
電子資源:	click for full text (PQDT)
ISBN:	9780355499834

Implementing Standards-Based Reform Policy : = An Examination of Special and General Education Teacher Perceptions of the Common Core State Standards for Students in a Mid-Atlantic School District.
Green, Lisa Powell.

Implementing Standards-Based Reform Policy :An Examination of Special and General Education Teacher Perceptions of the Common Core State Standards for Students in a Mid-Atlantic School District. - 1 online resource (152 pages)

Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.

Thesis (Ed.D.)--Howard University, 2017.

Includes bibliographical references

The integration of the Common Core State Standards (CCSS) into America's schools has radically changed education, especially among students with learning disabilities. The implementation of the common core questions the policy-making context as well as the institutional variables of social justice and equity for students with disabilities. Research shows that how teachers implement a policy is influenced by their perceptions of that policy. Therefore, a wide acceptance and successful implementation of the Common Core State Standards in Mathematics (CCSSM) would depend largely on those charged with direct implementation, the classroom teacher. This exploratory survey research study examined the influence of elementary teachers' perceptions in the implementation of standards-based reform policy. This study examined third through fifth grade mathematics teachers' a) perceptions of mathematics standards and the CCSSM, b) perceptions of the implementation of the CCSSM in teaching students with learning disabilities, and c) potential barriers to CSSM implementation. Descriptive statistics was used in the quantitative analysis of the data to explore and describe the variables within the study. The results of the analysis indicated favorable perception among teachers of the goals and expectations of the CCSSM. Additionally, teachers found professional learning opportunities to be the most helpful factor in implementing the CCSS in mathematics, while administrator support appeared to be the least helpful factor in implementing the CCSS in mathematics. Keywords: Standards-based educational reform, policy, Common Core State Standards in Mathematics (CCSSM), equity, accessibility, instruction, perception, students with learning disabilities.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355499834Subjects--Topical Terms:

1107727
Education policy.
Index Terms--Genre/Form:

554714
Electronic books.

Implementing Standards-Based Reform Policy : = An Examination of Special and General Education Teacher Perceptions of the Common Core State Standards for Students in a Mid-Atlantic School District.
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