Growing Pains: The Effect of Common Core State Standards on Perceived Teacher Effectiveness

Murphy, Audrey Figueroa; Torff, Bruce

doi:10.1080/00131725.2015.1102999

Cited by 5 publications

(3 citation statements)

References 23 publications

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“…The extant literature offers mixed reports about the implementation of the CCSS. For example, Murphy and Torff (2016) conducted a survey of 370 teachers and found that teachers reported difficulty teaching effectively in light of standards-based reform and accountability reform. In contrast, Matlock et al (2016) found that teachers reported generally positive attitudes about the implementation of the CCSS, but these positive reports were mediated by grade level taught; as grade level increased, less positive perceptions were espoused and if teachers planned to leave the profession, more negative perceptions were reported.…”

Section: Discussionmentioning

confidence: 99%

States’ Description of Common Core State Standards to Support Students with Severe Disabilities

Dukes

Darling

Bielskus-Barone

2017

Research and Practice for Persons with Severe Disabilities

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A review of State Department of Education and school district websites was conducted to determine how policy related to the Common Core State Standards (CCSS) was communicated to teachers of students with severe disabilities. Four states were selected: California, New York, Illinois, and Pennsylvania. State Department of Education websites and three local school districts within each state were chosen for review using locale codes to ensure representation of city, suburban, and rural districts. A total of 16 websites were analyzed using an original instrument designed to capture information about CCSS implementation efforts. Results indicate that there is little information about students with severe disabilities or instructional/pedagogical guidance for teachers in regard to the CCSS on these sites. Thus, it may be difficult for teachers, based on this sample of websites, to translate standards into educational programming for students.

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Section: Discussionmentioning

confidence: 99%

States’ Description of Common Core State Standards to Support Students with Severe Disabilities

Dukes

Darling

Bielskus-Barone

2017

Research and Practice for Persons with Severe Disabilities

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“…Research specific to implementation of CCSS demonstrates that implementation efforts may reduce teachers’ perception of their capacity to teach effectively (Murphy & Torff, 2016). This is not unexpected, as shifting expectations may create confusion as an innovation is initiated (Carlucci & Case, 2013).…”

Section: Teacher Perceptions Of Implementationmentioning

confidence: 99%

Leadership Hybridity: Examining Teachers’ Perceptions of Standards-Based Reform

Collet

Endacott

Goering

et al. 2019

Journal of School Leadership

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This study considers how configurations of leadership practices impact perceptions of implementation during large-scale reform: implementation in the United States of Common Core State Standards. Comments of 951 respondents to a national teacher survey were examined. Analysis revealed the hybrid nature of leadership enactment with a range of leadership participation (RoLP) across hierarchical and heterachical structures. Findings detail how these leadership practices impacted teachers’ perceptions of educational reform. The RoLP model depicts how these practices might be spread across an organization.

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“…The organizational commitment of teachers relates positively with teachers' tenure and visibility, develops organizational citizenship behavior and enhances success within organizational (Nagar, 2012). Since schools are social organizations, teacher organizational commitment is a crucial factor for higher quality of teaching practices which enhances student learning (Hulpia, Devos and Van K 2011) and direct effects student outcomes and sustains school effectiveness (Murphy & Torff, 2016;Sun and Leithwood,2015). Furthermore, organizational commitment is associated with obligation based, cost based and desire-based, imperatives for three dimensions, continuance, normative and affective commitment of employees (Meyer & Allen, 1991).…”

Section: Teachers' Organizational Commitmentmentioning

confidence: 99%

RELATIONSHIP BETWEEN PRINCIPALS LEADERSHIP PRACTICES, TEACHERS PROFESSIONAL COMMUNITIES & ORGANIZATIONAL COMMITMENT

Sharma¹

2019

pijss

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This study attempts to identify the relationship between perception of teachers on leadership practices of their principals, teacher's professional communities and teachers' organizational commitment in private secondary schools in National Capital Region in India. To identify the relationship between three variables, survey is conducted in thirty reputed private schools in National Capital Region of India. A survey instrument is developed using different theoretical perspectives from instructional leadership, transformational leadership combined as leadership for learning, teachers professional learning communities and organizational commitment in schools. This survey instrument is used as rating scale comprising different constructs of all the three variables. The instrument is subjected to pilot testing for reliability analysis and validity on a sample of at hundred teachers. The instrument is administered on 450 teachers from 30 selected schools and data obtained is subjected to analysis using SPSS. The findings reveal that teachers have perceived leadership for learning practices of their principals at moderate level. Teachers have also perceived their organizational commitment and teachers' professional community at

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Growing Pains: The Effect of Common Core State Standards on Perceived Teacher Effectiveness

Cited by 5 publications

References 23 publications

States’ Description of Common Core State Standards to Support Students with Severe Disabilities

States’ Description of Common Core State Standards to Support Students with Severe Disabilities

Leadership Hybridity: Examining Teachers’ Perceptions of Standards-Based Reform

RELATIONSHIP BETWEEN PRINCIPALS LEADERSHIP PRACTICES, TEACHERS PROFESSIONAL COMMUNITIES & ORGANIZATIONAL COMMITMENT

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