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No Teacher Left Behind: A Mixed-Meth...

Croftcheck, Karen.

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No Teacher Left Behind: A Mixed-Methods Case Study of Teacher Perspectives in Implementing Pennsylvania's Core Standards in Lower SES Schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	No Teacher Left Behind: A Mixed-Methods Case Study of Teacher Perspectives in Implementing Pennsylvania's Core Standards in Lower SES Schools./
Author:	Croftcheck, Karen.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	166 p.
Notes:	Source: Dissertations Abstracts International, Volume: 77-02, Section: A.
Contained By:	Dissertations Abstracts International77-02A.
Subject:	Educational tests & measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3710791
ISBN:	9781321868104

No Teacher Left Behind: A Mixed-Methods Case Study of Teacher Perspectives in Implementing Pennsylvania's Core Standards in Lower SES Schools.
Croftcheck, Karen.

No Teacher Left Behind: A Mixed-Methods Case Study of Teacher Perspectives in Implementing Pennsylvania's Core Standards in Lower SES Schools. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 166 p.

Source: Dissertations Abstracts International, Volume: 77-02, Section: A.

Thesis (Ph.D.)--Robert Morris University, 2015.

This item must not be added to any third party search indexes.

This dissertation examines concern of the teachers in two urban school districts about implementing Pennsylvania Core Standards. Beliefs are explored along with contextual issues in order to determine teachers' perceptions related to the new standards in Pennsylvania's version of common core curriculum reform. Teachers' needs and proposed solutions in successful implementation of the Pennsylvania Core Standards are also explored, in particularly related to serving students from low socioeconomic backgrounds. This study draws upon both qualitative and quantitative approaches, aiming to reveal the multidimensional issues shaping teachers' beliefs about Pennsylvania Core Standards reform. To conclude, recurring themes found in teachers' perceptions about challenges and promises of Pennsylvania's Core Standards reform are discussed.

ISBN: 9781321868104Subjects--Topical Terms:

3168483
Educational tests & measurements.

No Teacher Left Behind: A Mixed-Methods Case Study of Teacher Perspectives in Implementing Pennsylvania's Core Standards in Lower SES Schools.
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520 $a This dissertation examines concern of the teachers in two urban school districts about implementing Pennsylvania Core Standards. Beliefs are explored along with contextual issues in order to determine teachers' perceptions related to the new standards in Pennsylvania's version of common core curriculum reform. Teachers' needs and proposed solutions in successful implementation of the Pennsylvania Core Standards are also explored, in particularly related to serving students from low socioeconomic backgrounds. This study draws upon both qualitative and quantitative approaches, aiming to reveal the multidimensional issues shaping teachers' beliefs about Pennsylvania Core Standards reform. To conclude, recurring themes found in teachers' perceptions about challenges and promises of Pennsylvania's Core Standards reform are discussed.
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