Date of Award

Spring 5-3-2024

Level of Access Assigned by Author

Open-Access Dissertation

Language

English

Degree Name

Doctor of Education (EdD)

Department

Education

Advisor

Maria Frankland

Second Committee Member

Catharine Biddle

Third Committee Member

Esther Enright

Abstract

This dissertation critically examines the landscape of educational practices concerning the implementation of commercial instructional programs in K-8 schools. Commencing with a historical exploration of pivotal educational reforms, including A Nation at Risk, No Child Left Behind (NCLB), Common Core State Standards (CCSS), and the Every Student Succeeds Act (ESSA), the research traces the evolution of accountability measures and the consequential emphasis on scripted commercial programs. The central focus of inquiry is the impact of fidelity mandates on teacher autonomy and responsiveness to diverse student needs.

Employing a qualitative research design, this study delves into the attitudes and perceptions of exemplary K-8 teachers regarding fidelity mandates for district-adopted commercial programs in reading and mathematics. Additionally, it investigates leadership attitudes and practices contributing to teachers' sense of agency and efficacy in relation to student outcomes. The conceptual framework provides a lens through which to examine teachers’ processes of sensemaking as they attempt to integrate fidelity mandates with responsive teaching practices. It examines how teachers’ perceptions, experiences, and context shape their understanding and adaptation of such mandates, enabling them to strike a balance between following leadership directives and providing personalized, relevant, effective instruction.

The research questions aim to uncover how teachers navigate district mandates concerning fidelity and how leadership practices influence teacher autonomy and efficacy. The study operates on the assumption that students possess unique learning needs, and effective teaching involves tailoring instruction to address these differences. The research sample, comprising 11 exemplary teachers identified through objective measures, offers insights into diverse school settings and the challenges associated with fidelity mandates.

The significance of this research lies in its potential to inform educational leaders and policymakers about the nuanced relationship between fidelity mandates, teacher agency, and student outcomes. By acknowledging the limitations of a one-size-fits-all approach through standardized programs, the study advocates for responsive teaching practices that empower teachers to make informed instructional decisions based on the individual needs of their students. The findings aim to contribute to the ongoing dialogue surrounding educational policies and practices, fostering a student-centered and equitable approach to instruction.

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