Teachers’ Perceptions of the Implementation of the Literacy Common Core State Standards for English Language Learners and Students With Disabilities

Murphy, Audrey Figueroa; Haller, Elizabeth

doi:10.1080/02568543.2015.1073200

Cited by 17 publications

(12 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This point is illustrated by the fact that nearly one in five teachers we surveyed reported that they were not very familiar with the CCSS-WL-professional development efforts apparently have been lacking if so many teachers do not possess a working knowledge of the writing standards, the first step to successful implementation. Other studies that have examined teachers' views of the CCSS through interviews and non-random sample surveys have reported similar shortcomings in teachers' knowledge of the standards and related professional development (e.g., Ajayi, 2016;Murphy & Haller, 2015). It may be that with greater familiarity with the writing standards afforded via professional development activities, teachers will come to view them even more favorably (Nadelson, Pluska, Moorcroft, Jeffrey, & Woodard, 2014;Porter et al, 2015).…”

Section: Discussionmentioning

confidence: 94%

Common core writing and language standards and aligned state assessments: a national survey of teacher beliefs and attitudes

Troia

Graham

2016

Read Writ

View full text Add to dashboard Cite

A random sample of 482 teachers in grades 3 through 8 from across the United States were surveyed about (a) their perceptions of the version of the Common Core writing and language standards adopted by their state and their state's writing assessment, (b) their preparation to teach writing, and (c) their selfefficacy beliefs for teaching writing. Regardless of grade, a majority of teachers believed that the adopted standards are more rigorous than prior standards, provide clear expectations for students that can be straightforwardly translated into activities and lessons, and have pushed them to address writing more often. However, many surveyed felt the new writing and language standards are too numerous to cover, omit key aspects of writing development, and may be inappropriate for struggling writers. Moreover, most did not feel that professional development efforts have been sufficient to achieve successful implementation, and nearly one in five respondents was not familiar with the standards. The respondents were generally less sanguine regarding their state's writing test, with elementary teachers even less positive than middle school teachers on some aspects, though nearly a third were unfamiliar with their state test. A majority believed state writing tests, though more rigorous than prior tests, fail to address important aspects of writing development, do not accommodate the needs of students with diverse abilities, and require more time than is available to prepare students. Additionally, many teachers believed professional development efforts have been insufficient to help them understand measurement properties of the assessments and how to use test data to identify students' writing needs. Teachers who were better prepared to teach writing and

show abstract

Section: Discussionmentioning

confidence: 94%

Common core writing and language standards and aligned state assessments: a national survey of teacher beliefs and attitudes

Troia

Graham

2016

Read Writ

View full text Add to dashboard Cite

show abstract

“…The paucity of the literature focused on collaborative PD for intervention teachers may very well be due to the lack of PD opportunities that show these teachers how to scaffold their instruction in alignment with the content of the standards (Murphy & Haller, 2015;Von Esch & Kavanagh, 2018). There is also limited literature on the inclusion of principals in PD for teachers, despite the value of including principals to help clarify the goals of PD and to encourage teachers to implement the learnings from the PD (Binkorst et al, 2018;Buttram & Farley-Ripple, 2016;Floden et al, 2017).…”

Section: The Complexity Of Translating a Pd Conceptual Framework To Pmentioning

confidence: 99%

An integrative approach to professional development to support college- and career- readiness standards

Pak

Desimone

Parsons

2020

EPAA

View full text Add to dashboard Cite

Though scholars agree that professional development (PD) is a key mechanism for implementing education policies that call for teacher change, and that PD generally needs to be content-focused, active, collaborative, coherent, and sustained, the application of this framework has yielded mixed results. In this qualitative study, we employed structured interviewing methods to explore how district leaders across five states are implementing college- and career- readiness (CCR) standards across the United States by creatively adapting and integrating the features of this PD framework in order to meet the demands of this mandated educational policy. We illustrate a revised model for how 70 district officials are conceptualizing these features of PD to support CCR standards-based learning.

show abstract

“…First, there has been limited work on standards-based policy for SWDs and ELLs. Some describe standards-based reform as experienced by teachers of SWDs (e.g., Bacon, 2015) and ELLs (e.g., Figueroa-Murphy & Haller, 2015) by documenting how teachers struggle to differentiate instruction while still meeting accountability system demands. Others consider how ELLs might be better represented in the design of common standards (Flores & Schissel, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…We also expected policy differences to emerge when comparing general education teachers to teachers of SWDs or ELLs. Prior studies of reform documented teachers of SWDs as skeptical of the applicability of common standards to their students (Dorn, Fuchs, & Fuchs, 1996), and qualitative studies have found skepticism concerning the CCSS for both SWDs and ELLs (e.g., Figueroa-Murphy & Haller, 2015).…”

Section: Introductionmentioning

confidence: 99%

Teacher Implementation of College- and Career-Readiness Standards: Links Among Policy, Instruction, Challenges, and Resources

Edgerton

Desimone

2018

AERA Open

View full text Add to dashboard Cite

Using state-representative teacher surveys in three states-Texas, Ohio, and Kentucky-we examine teachers' implementation of college-and career-readiness (CCR) standards. What do teachers report about the specificity, authority, consistency, power, and stability of their standards environment? How does their policy environment predict standards-emphasized instruction? Do these relationships differ for those who teach different subjects (math and English Language Arts [ELA]), different grades (elementary or high school), different populations (English Language Learners [ELLs], students with disabilities [SWDs]), and in different areas (rural, urban, or suburban)? We found elementary math teachers taught significantly more standards-emphasized content than elementary ELA teachers, whereas secondary ELA teachers taught significantly more standards-emphasized content than secondary math teachers. Teachers of SWDs and rural teachers taught significantly less of the emphasized content. In all three states, we found greater buy-in (authority) predicted increased emphasized content coverage among ELA teachers but not among math teachers.

show abstract

Teachers’ Perceptions of the Implementation of the Literacy Common Core State Standards for English Language Learners and Students With Disabilities

Cited by 17 publications

References 9 publications

Common core writing and language standards and aligned state assessments: a national survey of teacher beliefs and attitudes

Common core writing and language standards and aligned state assessments: a national survey of teacher beliefs and attitudes

An integrative approach to professional development to support college- and career- readiness standards

Teacher Implementation of College- and Career-Readiness Standards: Links Among Policy, Instruction, Challenges, and Resources

Contact Info

Product

Resources

About