dc.contributor.author	Bochenko, Michael
dc.contributor.author	Savage, Dina L.
dc.contributor.author	Tsemunhu, Rudo
dc.date.accessioned	2019-08-16T18:47:27Z
dc.date.available	2019-08-16T18:47:27Z
dc.date.issued	2016-07-06
dc.identifier.uri	https://hdl.handle.net/10428/3933
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 and examines the common practices of five successful teacher models in relation to its implementation. Using a basic qualitative research design, this study implements a comparative analysis of multiple data sources to determine if common practices or meanings exist among teachers who are successful in executing CCSSM. Five teachers in grades six through eight participated in this study over a period of six months. Primary data sources included interviews and documents. Data were analyzed using a comparative analysis across cases and data sources. Findings indicated common practices existed among the participants during their implementation of CCSSM. Furthermore, the findings showed common patterns related to aspects of the classroom/school environment influencing the participants’ implementation of CCSSM with African American and Hispanic American students.	en_US
dc.language.iso	en_US	en_US
dc.rights	IN COPYRIGHT - EDUCATIONAL USE PERMITTED.	en_US
dc.subject	Common Core	en_US
dc.subject	Mathematics	en_US
dc.subject	Equity	en_US
dc.subject	Curriculum Reform	en_US
dc.title	Implementation of Common Core State Standards for Mathematics with African American and Hispanic American Students: Successful Common Practices	en_US
dc.type	Preprint	en_US