dc.contributor.author	Savage, Dina L.
dc.coverage.spatial	Central and North America -- United States	en_US
dc.date.accessioned	2016-07-12T13:54:15Z
dc.date.available	2016-07-12T13:54:15Z
dc.date.issued	2016-05
dc.identifier.citation	Dina L. Savage. "Implementation of Common Core State Standards for Mathematics with Africa" [Dissertation]. (Valdosta State University, May 2016). http://hdl.handle.net/10428/2229.
dc.identifier.other	UUID: 999AB967-1B28-4A92-9664-88CC00A7C5FE
dc.identifier.uri	http://hdl.handle.net/10428/2229
dc.description.abstract	In an era of high-accountability and high-stakes testing teachers are challenged to find ways to create learning environments focused on active student participation where learning is constructed through higher-order competencies. This study is prompted by the recent adoption of the Common Core State Standards for Mathematics (CCSSM) and examines the common practices of five successful teacher models in relation to its implementation. Using a basic qualitative research design, this study uses a comparative analysis of multiple data sources to determine if common practices or meanings exist among teachers who are successful in implementing CCSSM. Five teachers in grades 6 through 8 participated in this study over a period of 6 months. Primary data sources included interviews and documents. Data were analyzed using a comparative analysis across cases and data sources. Findings indicated that common practices existed among the participants during their implementation of CCSSM. Findings also showed common patterns related to aspects of the classroom/school environment that influence the participants’ implementation of CCSSM with African American and Hispanic American students.	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 \| Statement of the Problem 5 \| Purpose 6 \| Research Questions 6 \| Significance of the Study 7 \| Conceptual Framework 7 \| Overview of Methodology 10 \| Limitations 11 \| Discussion of Terms 12 \| Summary 15 \| Chapter II: LITERATURE REVIEW 16 \| Introduction 16 \| Standards-based Curriculum Reform 17 \| Teachers’ Orientation or Interpretation of Curriculum 19 \| Teachers’ Interactions with Curriculum 22 \| Curriculum Shaped by Students’ in the Classroom Environment 25 \| Objectives of CCSM 29 \| Role of Equity in Mathematics Achievement 33 \| Teaching that Engages a Broad Range of Learners 35 \| Teaching that Achieves Measurable Success 37 \| Teaching that Invites Few Incidents of Classroom Opposition 40 \| Classroom/School Environment 42 \| Impact of High-Stakes Accountability 43 \| School Composition and School Processes 45 \| Summary 49 \| Chapter III: METHODOLOGY 51 \| Research Design 52 \| Site and Participant Selection 54 \| Researcher Relationship 57 \| Data Collection 58 \| Teacher Interviews 58 \| Curriculum Documents 60 \| Data Management Plan 60 \| Methods of Analysis 61 \| Trustworthiness 63 \| Ethical Issues 64 \| Summary 65 \| Chapter VI: RESULTS 67 \| Brief Narrative of Participants 69 \| Belinda 69 \| Gary 71 \| Karen 73 \| Norman 75 \| Toni 77 \| Discussion of Themes 78 \| Views Navigating CCSSM 84 \| Positive Orientations 85 \| Student Success 91 \| Teacher/Student Relationships and Effective Learning 95 \| Connecting with Students 96 \| Rigor in the Classroom 99 \| Organizational Structures drive CCSSM 103 \| Summary 106 \| Chapter V: DISCUSSIONS AND IMPLICATIONS 108 \| Discussions of the Themes 111 \| Theme 1: Views Navigating CCSSM 113 \| Theme 2: Teacher/Student Relationships and Effective learning 120 \| Theme 3: Organizational Structures drive CCSSM 129 \| Research Questions: Final Discussions 132 \| Limitations of the Study 135 \| Implications 137 \| Recommendations for Further Research 140 \| Conclusions 141 \| REFERENCES 143 \| APPENDIX A: Recruitment Letter 155 \| APPENDIX B: Formal Interview Protocol Questions 158 \| APPENDIX C: Protocol for Documents Collected 162 \| APPENDIX D: Belinda’s: Artifacts Collected 164 \| APPENDIX E: Gary’s: Artifacts Collected 168 \| APPENDIX F: Karen’s: Artifacts Collected 173 \| APPENDIX G: Norman’s: Artifacts Collected 176 \| APPENDIX H: Toni’s: Artifacts Collected 182 \| APPENDIX I: Valdosta Consent for Anonymous Survey in Research 187 \| APPENDIX J: Valdosta Protocol Exemption Report 190 \|	en_US
dc.language.iso	en_US	en_US
dc.subject	Educational Leadership	en_US
dc.subject	Curriculum evaluation	en_US
dc.subject	African Americans--Education	en_US
dc.subject	Hispanics--Education	en_US
dc.subject	Common Core State Standards	en_US
dc.subject	Mathematics	en_US
dc.title	Implementation of Common Core State Standards for Mathematics with Africa	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Tsemunhu, Rudo E.
dc.description.committee	Green, Robert B.
dc.description.committee	Stelzer, Jiri
dc.description.committee	Truby, William F.
dc.description.degree	Ed.D.	en_US
dc.description.major	Educational Leadership	en_US