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.
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- Partial requirement for: Ed. D., Arizona State University, 2015Note typethesis
- Includes bibliographical references (p. 206-211)Note typebibliography
- Field of study: Educational administration and supervision