Description
This study is a narrative inquiry into teachers' and instructional coaches' experiences of new curriculum policy implementation at the classroom and district levels. This study took place during the initial year of implementation of the third grade Common Core

This study is a narrative inquiry into teachers' and instructional coaches' experiences of new curriculum policy implementation at the classroom and district levels. This study took place during the initial year of implementation of the third grade Common Core State Standards in Mathematics (CCSSM). Interviews were conducted with individuals directly involved in policy implementation at the classroom level, including several teachers and the school's instructional coach. Observations of the teachers' instruction and professional practice were also conducted. As an embedded researcher, I used this data to create a series of fictionalized narratives of the initial policy implementation experience. My analysis of the narratives suggests that accountability structures shaped individual's sense-making of the original policy. This sense-making process consequently influenced individuals' actions during implementation by directing them towards certain policy actions and ultimately altered how the policy unfolded in this school and district. In particular, accountability structures directed participants' attention to the technical instructional `forms' of the reform, such as the presence of written responses on assessments and how standards were distributed between grade levels, rather than the overall principled shifts in practice intended by the policy's creators.
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    Title
    • Counting on: narratives of curriculum policy implementation
    Contributors
    Date Created
    2015
    Resource Type
  • Text
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    Note
    • Partial requirement for: Ed. D., Arizona State University, 2015
      Note type
      thesis
    • Includes bibliographical references (p. 206-211)
      Note type
      bibliography
    • Field of study: Educational administration and supervision

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    Statement of Responsibility

    by Megan Marie Frankiewicz

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