A Quantitative Ex-Post Facto Study of Elementary Teachers’ Stages of Concerns About the New English Language Arts and Reading Texas Essential Knowledge and Skills
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Administration
Date of Award
Spring 2021
Abstract
In this quantitative, ex-post facto study, the researcher explored kindergarten through 5th-grade teachers’ stages of concerns about the 2019–2020 implementation of the new Texas Essential Knowledge and Skills for English Language Arts and Reading and Skills by years of teaching experience, by hours of professional development taken before implementation of the new standards, and by instructional practices used during the 1st year of implementation. This study used a quantitative ex-post facto analysis of teacher responses to a standard instrument. Participants included kindergarten through 5th-grade teachers from urban, suburban, and rural school districts throughout the state.Keywords: content standards; English language arts, instructional strategies, implementation, literacy, professional development.
Advisor
Julia Ballenger
Subject Categories
Education | Educational Administration and Supervision
Recommended Citation
Wadley, Cynthia Ann, "A Quantitative Ex-Post Facto Study of Elementary Teachers’ Stages of Concerns About the New English Language Arts and Reading Texas Essential Knowledge and Skills" (2021). Electronic Theses & Dissertations. 342.
https://digitalcommons.tamuc.edu/etd/342
