A Grounded Theory of Teachers' Implementation of the Common Core English Language Arts Standards in a District in Southern California

• In Event: AERA Poster Session 8
  In Poster Session: Districts in Research and Reform Poster Session

Abstract

The objective of this qualitative study using a grounded theory approach in a Southern California district sample was to conduct a research-based systemic view of the Common Core English Language Arts Standards implementation through the lens of teachers. The data were collected using semi-structured interviews and analyzed concurrently using theoretical saturation methods. Data from 22 teachers from six schools revealed that both external and internal factors affected implementation. The two implementation processes were professional development and teachers’ use of Common Core-aligned instructional practices. The impacts were school-wide cultural changes, and individual teacher and student level changes, such as, improved student engagement.

Authors

• Isma Seetal, Concordia University - Irvine

• Blanca Quiroz, Fresno Pacific University