Examining Perceptions Over the Effectiveness of Professional Development and Available Resources On the Common Core State Standards Implementation in Arkansas

Document Type


Degree Name

Doctor of Education (Ed.D)


Educational Administration

Date of Award

Summer 2013


The purpose of this qualitative case study is to examine the perceptions of teachers and curriculum specialists over the effectiveness of professional development and available resources of the Common Core State Standards (CCSS) implementation process in Arkansas. Arkansas divided the implementation process into three stages: Phase I implemented grades K-2 during the 2011-2012 school year, Phase II will implement grades 3-8 during the 2012-2013 school year, and Phase III will implement grades 9-12 during the 2013-2014 school year. The qualitative case study investigated the effectiveness of professional development and available resources of the implementation process of Phase I by conducting semi-structured interviews with teachers and surveys with Regional Service Education Cooperative curriculum specialists. Participants who partook in the semi-structured interviews reflected upon the professional development and resources that were extended to them before and throughout the implementation process, as well as their personal implementation experiences. The participants included five randomly chosen teachers who implemented Phase I during the 2011-2012 school year and taught for a minimum of three years. Surveys were collected on the same topics through curriculum coaches who were responsible for delivering much of the Common Core State Standards professional development. Of the 15 Arkansas Regional Service Education Cooperatives, seven agreed to participate; therefore, the participants will include the literacy and math curriculum specialist from each of those seven cooperatives.


Maria Hinojosa

Subject Categories

Education | Educational Administration and Supervision