Giving Teachers a Voice: English/Language Arts and Reading State Standards Revision in Texas

• In Event: Literacy Instruction: What Do We Know and How Can We Improve It?

Abstract

Like the Common Core State Standards, the Texas Essential Knowledge and Skills are intended to drive instruction by establishing what should be taught (Porter, McMaken, Hwang, & Yang, 2011). However, individual teachers may interpret these standards differently (Hill, 2001), making it necessary to investigate how they are using them in their classrooms. We collected survey data on classroom teachers’ perceptions regarding the English Language Arts and Reading TEKS. The findings show there are no significant differences between educators’ purpose or frequency of TEKS use based on experience, but secondary teachers reported using the TEKS more often to drive and enhance instruction than elementary school teachers, indicating that grade level and teaching experience are not the only variables impacting TEKS use.

Authors

• Nancy Dubinski Weber, Texas A&M University - College Station

• Sunni L Sonnenburg, Texas A&M University - College Station

• Katherine Landau Wright, Texas A&M University - College Station

• Tracey S. Hodges, University of Southern Mississippi

• Rachel Rayburn Beachy, Texas A&M University

• Amy Ging, Texas A&M University - College Station

• Jacqueline R. Stillisano, Texas A&M University - College Station

• Hersh C. Waxman, Texas A&M University