Date of Submission

2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Department Chair

Jessica Glass Kendorski, Ph.D., NCSP, BCBA-D

First Advisor

Virginia Salzer, Ph.D.

Second Advisor

Amanda Fisher, Ph.D.

Third Advisor

Lori Lennon, PsyD

Abstract

This dissertation examines elementary school teachers' perceptions of the Common Core State Standards for Mathematics (CCSS-M), focusing on evaluating their views on developmental appropriateness and identifying challenges encountered during implementation. Rooted in the broader historical context of educational reforms in the U.S., the study investigates whether the adoption of CCSS-M adequately integrates research on child development, learning trajectories, and cognitive neuroscience. Using a mixed-methods design incorporating surveys and semi-structured interviews, this study gathered insights from kindergarten through fifth-grade teachers and mathematics interventionists. Findings reveal mixed perceptions among educators regarding the developmental appropriateness of the CCSS-M, highlighting concerns that some standards may not align effectively with students' cognitive readiness. Additionally, teachers identify various implementation barriers, including pacing issues, instructional rigor, student readiness, learning gaps, diversity of student backgrounds, and standardized testing pressures. These findings highlight the need for stronger curriculum alignment, greater instructional flexibility, focused professional development, and differentiated instructional strategies to more effectively address the diverse learning needs of students. This research contributes to the ongoing dialogue surrounding educational policy and practice, advocating for a more balanced approach that integrates rigorous standards with pedagogical approaches informed by developmental research and practical classroom experiences.

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