Carly Maloney, Idaho State University
Full manuscript: www.kon.org/urc/v13/maloney.html
Abstract: Whenever a reform takes place in the field of education, questions arise concerning implementation of the change in classrooms. The current educational shift to the Common Core State Standards (CCSS) Initiative, proposed and adopted in 45 states is no different. The CCSS were created to prepare students to become more college and career-ready in both English Language Arts and Mathematics. In preparation for teaching the CCSS, educators from districts across Idaho are and will continue to participate in professional development training, developing an understanding of what has been deemed the ICS (Idaho Core Standards)–including becoming familiar with the architecture and then creating various unit plans for implementation. The purpose of this study was to measure one part of teachers’ personal agency beliefs–the context (environmental) beliefs–that might support teachers’ implementation of the ICS. It was concluded that, on average, participants had high context belief scores, indicating that they believed their environments were supportive of and responsive to ICS implementation.
Introduction: Reform in education is complex and dependent upon several factors, including the quality of the professional development given to educators (Desimone, 2009; Garet, Porter, Desimone, Birman, & Yoon, 2001; Opfer & Pedder, 2011), the level of teacher motivation (Ford, 1992), and whether or not an educator’s surrounding school environment is one that will respond and support him/her through the transition and implementation processes (Lumpe, Haney, Czerniak, 2000). Current reform in education in the United States comes in the form of the Common Core State Standards (CCSS) Initiative. This initiative was proposed in 2010 by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) and has been fully adopted by forty-five states, the District of Columbia, and four territories.
Read the full manuscript: www.kon.org/urc/v13/maloney.html