Implementing Standards-Based Reform Policy: An Examination of Special and General Education Mathematics Teacher Perceptions of the Common Core State Standards for Students With Disabilities

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Abstract

Objectives/Purpose:
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 sought to examine the influence of 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.

Methods/Models of Inquiry:
The study focused on general and special educators of elementary mathematics, specifically grades three to five, in both inclusion and self-contained general education and special education, regarding their perceptions of students with learning disabilities in the implementation of the CCSSM and examined the factors that might contribute to these perceptions.
The following research questions were generated and guided the study:
1. What are third through fifth grade teachers’ beliefs about mathematics standards?
2. How do third through fifth grade teachers’ perceive the Common Core State Standards in mathematics in teaching students with learning disabilities?
3. What are third through fifth grade teachers’ perceptions of implementing the common core state standards in mathematics to students with learning disabilities?
4. What are third through fifth grade teachers perceived barriers to implementing the common core state standards in mathematics?

Data Sources:
The study was conducted in a large urban K-12 school district with a predominantly African-American (70%) and Latino (30%) population. Descriptive statistics was used in the quantitative analysis of the data to explore and describe the variables within the study. One hundred intermediate mathematics educators participated in this exploratory research survey consisting of (n=50) general education teachers and (n=50) special education (combined self-contained and resource).

Results:
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.

Scholarly Significance/Conference Connection:
This research study relates to the conference theme of accepting responsibility by informing communities of practices that illuminate equity and access through the social processes that shape teacher learning that potentially influence their perception in the implementation of standard-based reforms and policy. It provides a foundation for research implementation of policy and informs district and school leadership related to equity driven practices and stances to support improved outcomes for all students.

Author

• Lisa Powell Green, Howard University School of Education