dc.contributor.author	Walker, Suraya Najar
dc.coverage.spatial	Central and North America -- United States -- Georgia	en_US
dc.date.accessioned	2017-01-05T18:49:12Z
dc.date.available	2017-01-05T18:49:12Z
dc.date.issued	2016-12
dc.identifier.citation	Core Mathematics Standards in Georgia Middle Schools: The First Three Years (Dissertation). Valdosta State University, Fall 2016. http://hdl.handle.net/10428/2496
dc.identifier.other	9F137E34-372D-46FF-AD4D-7E9B8C48F01F	UUID
dc.identifier.uri	http://hdl.handle.net/10428/2496
dc.description.abstract	The purpose of this study was to examine the perceptions of middle school principals in South Georgia as to the first 3 years of common core standards implementation. First, I wanted to investigate the impact of professional development and teaching strategies on student achievement as measured by standardized test scores from 2013 to 2015. Second, I sought to collect the overall perception of principals regarding teacher attitudes, student performance, and principal attitudes during the 3-year period. The research methodology used was a descriptive quantitative design with an online survey as the primary mode of data collection. In addition, standardized test scores for 2013, 2014, and 2015 were obtained from the Governor’s Office of Student Achievement website. Thirteen of the 28 middle school principals surveyed responded to the online survey, a response rate of 46.4%. Results of the survey showed an increase in the number of professional development opportunities offered to teachers from the first to the third year of the implementation of the common core standards. The most common types of professional development during these years were creating constructed response items, training in using the Georgia Department of Education online resources, and technology integration. The most common teaching strategies were writing in mathematics, formative assessment, and higher-order thinking. Emerging themes from survey responses regarding teacher attitudes included increased stress levels and concerns about having enough time to teach the standards, although over 75% agreed with the tenets of common core. The majority of principals thought they provided teachers adequate support, but were not satisfied with the support ii they [principals] received from the district. The most challenging aspects of the standards implementation were time, lack of funding and appropriate curriculum resources, scheduling intervention classes, and parental support. Correlations between professional development, teaching strategies, and test scores were not established due to limitations in the research design. Nonetheless, this research provided useful information to school and district administrators regarding professional development, teaching strategies, and most importantly, the overall principal perception during the first 3 years of common core.	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 \|\| Purpose of the Study . 6 \|\| Significance 7 \|\| Research Questions 8 \|\| Limitations of the Study 8 \|\| Chapter II: LITERATURE REVIEW 11 \|\| Education in the United States 11 \|\| The Origin of Common Core Standards . 16 \|\| Common Core Standards in Georgia 20 \|\| Mathematics Teaching Strategies under Common Core 24 \|\| The Role of Principals in Educational Reform . 29 \|\| Teacher Attitudes in Educational Reform . 36 \|\| Professional Development 42 \|\| Implications for K-12 Mathematics Education in Georgia . 48 \|\| Chapter III: METHODOLOGY 51 \|\| Procedures 54 \|\| Assumptions 55 \|\| Sampling Design 55 \|\| Sample Description . 56 \|\| Data Collection 59 \|\| Instrumentation 62 \|\| Data Analyses 63 \|\| iv \|\| Chapter IV: RESULTS 65 \|\| Demographics 65 \|\| Inferential Statistics 67 \|\| Summary 82 \|\| Chapter V: DISCUSSION 84 \|\| Conclusion 92 \|\| REFERENCES 94 \|\| APPENDIX A: Springer Permission for Use of Figure 1 . 113 \|\| APPENDIX B: Email to Superintendents – Request for Consent 116 \|\| APPENDIX C: Institutional Review Board Approval Form 118 \|\| APPENDIX D: Email Invitations to Principals 120 \|\| APPENDIX E: Online Survey 124 \|\|	en_US
dc.language.iso	en_US	en_US
dc.subject	Dissertations	en_US
dc.subject	Education	en_US
dc.subject	Mathematics	en_US
dc.subject	Educational change	en_US
dc.subject	Career development	en_US
dc.title	Principal Perception on the Implementation of Common Core Mathematics Standards in Georgia Middle Schools: The First Three Years	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Curriculum, Leadership, and Technology	en_US
dc.description.advisor	Moch, Peggy L.
dc.description.committee	Wilfred, Shani P.
dc.description.committee	Wiley, Ellen W.
dc.description.committee	Radcliffe, Barbara J.
dc.description.degree	Ed.D.	en_US
dc.description.major	Curriculum and Instruction	en_US