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Teachers' Agency, Efficacy, Engagement, and Emotional Resilience during Policy Innovation Implementation
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Wilcox, Kristen Campbell; Lawson, Hal A. – Journal of Educational Change, 2018
This multiple case study investigated 143 teachers' responses to focus group questions about their experiences with the simultaneous implementation of three disruptive innovations as part of the U.S. Race-to-the-Top (RTTT) agenda: the Common Core Learning Standards, data-driven instruction, and annual professional performance reviews. We asked:…
Descriptors: Teacher Evaluation, Teacher Empowerment, Teacher Effectiveness, Self Efficacy
Understanding Common Core Implementation: How Educators Intuit, Interpret, and Begin to Integrate Curriculum Reform
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Porter, Rachel – ProQuest LLC, 2013
The purpose of this comparative case study was to explore the ways educators at the school-level experience a federally directed curriculum policy change and examine the contextual factors that impacted the way it was initially implemented. Application of an organizational learning (OL) lens was incorporated to help illuminate the ways educators…
Descriptors: State Standards, Academic Standards, Program Implementation, Elementary School Teachers
Implementation of STEM Education Policy: Challenges, Progress, and Lessons Learned
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Johnson, Carla C. – School Science and Mathematics, 2012
This is a case study of the implementation of state STEM (science, technology, engineering, and mathematics) policy over the period of the first 18 months of building a regional STEM partnership. Fullan's change theory is the framework used to determine progress and associated challenges with building a regional STEM educational partnership and…
Descriptors: Strategic Planning, Focus Groups, Partnerships in Education, Educational Change