The College of Education

Announces the Final Examination of

Shelly Roush Burr

for the degree of

Doctor of Education

April 1, 2016 at 11:00 am

207 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science, Recreation and Park Management, The Pennsylvania State University

Master of Arts in Teaching, Elementary Education, University of Pittsburgh

Advisory Committee

Celia Rousseau Anderson, Ph.D., Associate Professor, Instruction & Curriculum Leadership, Committee chair

Angiline Powell, Ph.D., Associate Professor, Instruction & Curriculum Leadership

Erika Bullock, Ph.D., Assistant Professor, Instruction & Curriculum Leadership

Alistair Windsor, Ph.D., Associate Professor, Department of Mathematical Sciences

Major Field of Study

Instruction & Curriculum Leadership

2008 – 2016

Comprehensive Examination Passed: November 2011

Changing for the Common Good

Abstract

The purpose of this single instrumental case study is to understand the implementation of the Common Core State Standards Initiative at Southern Elementary School, an elementary school in an urban area in the mid-south.   This study utilized a conceptual framework developed by Spillane, Reiser, and Reimer (2002).  The following research questions guided the study: (1) What are the individuals’ understandings of the Common Core State Standards Initiative for Mathematics; (2) How do individuals understand their roles in the implementation process of the Common Core State Standards Initiative for Mathematics; and (3) How do individuals understand the school’s role in the implementation process of the Common Core State Standards Initiative for Mathematics?  Data in this study were collected from five participants utilizing observations, interviews, and document analysis.  Although the participants in this study showed initial apprehension towards the implementation of the Common Core State Standards, their comfort level grew over time as they became supportive of the transition toward the Common Core.  One overarching factor that appeared to have assisted in the implementation process at Southern Elementary School was the team approach utilized within the school, which was evident in individual classrooms, professional learning communities, faculty meetings, and between various stakeholders in informal settings.