NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1097997
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1083-6470
Teachers' Perceptions about the Common Core State Standards in Writing
Hall, Anna H.; Hutchison, Amy; White, Kelley Mayer
Journal of Research in Education, v25 n1 p88-99 2015
This article describes findings from a survey completed by 250 K-12th grade teachers from eight states (i.e., Kentucky, Minnesota, Michigan, Maine, Delaware, North Carolina, Georgia, and Mississippi) that had fully implemented the Common Core State Standards (CCSS) by spring 2013. The survey was designed to examine teachers' perceptions about their preparedness to teach the CCSS in Writing as well as provide information about what teachers perceived as barriers to implementing the standards, their perceptions of the positive and negative effects of CCSS implementation, and their professional development experiences related to implementing the standards. The results of the analyses indicate that teachers vary in their current level of acceptability regarding the CCSS in Writing according to the grade level they teach, their years of teaching experience, and the amount of professional development they have received. Significant differences were not found between teachers from different geographic settings or between schools with high and low numbers of students receiving free or reduced lunch. Implications for professional development and teacher education are discussed.
Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Delaware; Georgia; Kentucky; Maine; Michigan; Minnesota; Mississippi; North Carolina
Grant or Contract Numbers: N/A