A Critical Transition in the Common Core: Analyzing Networks for Mathematics Implementation

Since the U.S. Common Core State Standards for Mathematics were introduced in 2010, states have been grappling with the implementation of revised mathematics instruction. Implementation challenges have meant fewer students are adequately prepared for the elementary to middle school transition. Educators’ professional learning networks (PLNs) may be effective in addressing this issue, yet minimal research has examined the social structure of PLNs across transitions. Accordingly, this research will examine how the social structure of educators’ PLNs enables or constrains implementation of Common Core mathematics instruction around the elementary to middle school transition. Drawing from social network theory, I will examine the PLNs within and across four school districts in Southern California that participated in a two-year longitudinal network study. This research will make a substantial contribution to our understanding of how educators’ PLNs can be leveraged to improve the implementation of mathematics instruction around the elementary to middle school transition.

Faculty Supervisor:

Amanda Cooper

Student:

Partner:

University of California, San Diego

Discipline:

Sociology

Sector:

Education

University:

Queen's University

Program: