Influence of Beliefs and Reflection on Enactment of ELA CCSS_MAPEA Symposium
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Dissertation Overview of "The Influence of a Teacher's Beliefs, Belief Systems, and Reflection on the Enactment of the English Language Arts Common Core State Standards."
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- 1. Dissertation Overview: The Influence of a Teachers Beliefs,
Belief Systems, and Reflection on the Enactment of the English
Language Arts Common Core State Standards Phillip Pittman 2014
- 2. 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
- 3. Problem Statement & Significance of Study At this point,
researchers and educational leaders do not have a deep
understanding of how a teachers educational beliefs, belief
systems, and reflection influence the teachers 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.
- 4. Conceptual Framework
- 5. Purpose of the Study The purpose of this single case study
is to understand the influence of a teachers educational beliefs,
belief systems, and reflection on the enactment of the English
Language Arts Common Core State Standards in his classroom.
- 6. Research Questions 1. What educational beliefs appear to be
central to the teachers belief system(s)? 2. What are the teachers
theories-in-use related to the ELA CCSS? 3. How are the ELA CCSS
enacted in this teachers classroom? 4. How do the teachers
beliefs/belief systems appear to influence the enactment of the ELA
CCSS? 5. How does the teachers reflection-on-action and reflection-
in-action appear to influence his educational beliefs and
behaviors?
- 7. 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 2nd
semester Trustworthiness, Credibility, and Authenticity: Critical
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
- 8. Contact Information Phillip Pittman 2800 Keith Rd. West
Bloomfield, MI 48324 (248) 956-3732 PhillipPittman@wlcsd.org