Changing for the Common Good: A Case Study of Teachers\u27 Experiences with Implementing the Common Core State Standards

The purpose of this single instrumental case study is to understand the implementation of the Common Core State Standards Initiative at Southern Elementary School, an elementary school in an urban area in the mid-south. This study utilized a conceptual framework developed by Spillane, Reiser, and Reimer (2002). The following research questions guided the study: (1) What are teachers\u27 beliefs about the Common Core State Standards Initiative for Mathematics; (2) What do teachers believe is their role in the implementation process of the Common Core State Standards Initiative for Mathematics; and (3) What do teachers believe is the school\u27s role in the implementation process of the Common Core State Standards Initiative for Mathematics? Data in this study was collected from five participants utilizing observations, interviews, and document analysis. Although the participants in this study showed initial apprehension towards the implementation of the Common Core State Standards, their comfort level grew over time as they became supportive of the transition toward the Common Core. One overarching factor that appeared to have assisted in the implementation process at Southern Elementary School was the team approach utilized within the school, which was evident in individual classrooms, professional learning communities, faculty meetings, and between various stakeholders in informal settings