Teachers\u27 Perceptions of Mandated Curriculum: Common Core State Standards

The purpose of this qualitative multiple-case study was to describe and analyze the perceptions of intermediate, middle, and high school teachers regarding the Common Core State Standards (CCSS). A triangulation method was used to collect data and analyze from interviews, observations, and artifacts from the three districts in the study. Teachers’ perspectives, personal views, and receptiveness as they related to the implementation of the CCSS within their districts were investigated. The interviews, observations, and artifacts were coded and analyzed for common themes and patterns. The findings revealed that although the teachers were hopeful that future students would be more comfortable and better prepared to analyze real-world problems expected with CCSS curriculum, at the time of the study, their current students would need to be retrained in order to be critical thinkers. The findings also revealed there were discrepancies among the teachers with respect to the professional development they received and with the amount of autonomy they had been given regarding the development of their CCSS lessons. The implications for action were comprehensive staff development for all stakeholders involved in the implementation process, ongoing support for teachers, and collaboration with feeder school districts to ensure student achievement occurs. This study will add to the literature on teachers’ perspectives of CCSS. The results of this study will assist school districts in designing staff development and support systems for their teachers in order to prepare their students to be competitive in the 21st-century global community