The Influence of a Teacher's Beliefs and Reflection on ELA CCSS

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Dissertation Overview on "The Influence of a Teacher's Beliefs, Beliefs Systems, and Reflection on the Enactment of the English Language Arts Common Core State Standards."

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Dissertation Overview: The Influence of a Teacher’s Beliefs, Belief Systems, and Reflection on the Enactment of the English Language Arts Common Core State Standards :

Dissertation Overview: The Influence of a Teacher’s Beliefs, Belief Systems, and Reflection on the Enactment of the English Language Arts Common Core State Standards Phillip Pittman 2014

Current Educational Reform:

Current Educational Reform Logic Model: Increasing rigor + standardizing learning standards + intensifying accountability + expanding teachers’ instructional capacity = Increases in student knowledge and skill; = More success in the workplace; = Higher levels of achievement in comparison to other nations

Problem Statement & Significance of Study:

Problem Statement & Significance of Study At this point, researchers and educational leaders do not have a deep understanding of how a teacher’s educational beliefs, belief systems, and reflection influence the teacher’s enactment of the Common Core State Standards. With a greater understanding in these vital areas, educational leaders can be more effective in facilitating a reflective process that promotes teacher learning and growth, which can lead to more effective instructional practices and higher levels of student achievement.

Conceptual Framework:

Conceptual Framework

Purpose of the Study:

Purpose of the Study The purpose of this single case study is to understand the influence of a teacher’s educational beliefs, belief systems, and reflection on the enactment of the English Language Arts Common Core State Standards in his classroom.

Research Questions:

Research Questions What educational beliefs appear to be central to the teacher’s belief system(s )? What are the teacher’s theories-in-use related to the ELA CCSS? How are the ELA CCSS enacted in this teacher’s classroom? How do the teacher’s beliefs/belief systems appear to influence the enactment of the ELA CCSS? How does the teacher’s reflection-on-action and reflection-in-action appear to influence his educational beliefs and behaviors?

Research Design, Tradition, and Methodology:

Research Design, Tradition, and Methodology Qualitative Research Single Case Study Participant Selection: Criterion-based using network sampling Data Collection: Longitudinal cycle of multiple iterations of interviews, observations, post-observation debriefing sessions, and artifact collections over course of 2 nd semester Trustworthiness, Credibility, and Authenticity: C ritical reflexivity, prolonging engagement with participant, coding emergent themes, triangulating data , exploring disconfirming evidence, using thick, rich descriptions, and member checking. Data Analysis and Interpretation: Inductive, using memos, coding, looking for patterns, making comparisons, producing explanations, and building models

Contact Information:

Contact Information Phillip Pittman 2800 Keith Rd. West Bloomfield, MI 48324 (248) 956-3732 PhillipPittman@wlcsd.org

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