Influence of Beliefs and Reflection on Enactment of ELA CCSS_MAPEA Symposium
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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 Phillip Pittman 2014
Influence of Beliefs and Reflection on Enactment of ELA CCSS_MAPEA Symposium
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 [email protected]