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ERIC Number: EJ1016232
Record Type: Journal
Publication Date: 2013-Oct-21
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1099-839X
Opting Out: Examining Teacher's Beliefs When Faced with Core Reading Programs
Meidl, Tynisha D.
Current Issues in Education, v16 n3 Oct 2013
This qualitative study focused on how teachers in a small, urban elementary school in Pennsylvania negotiate their beliefs and instructional delivery the classroom. In the area of literacy instruction, there has been an increased reliance on Core-reading programs in elementary school. Classroom teachers, caught in the middle, are charged with the responsibility to raise test scores, plan curriculum, motivate students, and provide a welcoming learning environment for all students. In this article, teachers' beliefs about meeting the needs of urban students amidst NCLB were explored, in relation to curriculum planning. A case study approach guided this research, using interviews, observations, and document analysis. Data from participant statements and researcher observations, illuminate the reasons why teachers "opted-out" of having a sense of fidelity towards the mandated curriculum. According to the researcher opting-out was a means to equalize the discord between meeting student academic needs while adhering to the mandated curriculum and pacing guide.
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Grade 4; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A