Sullivan, D. D. (2016). The common core learning standards and elementary teachers’ math instructional practices, receptivity to change, instructional leadership and academic optimism. Available from ProQuest Dissertations & Theses Global database. (UMI No. 10140006)

Abstract: 

“This study sought to identify the relationships among elementary teachers instructional practices in mathematics pre- and post-CCLS implementation in relation to technological and pedagogical content knowledge (TPACK), formative assessment, reflective practice, receptivity to change, academic optimism, and instructional leadership across age, years of experience, grade level taught, and college math credits taken in high and low needs schools.  Teacher responses from low and high need schools (based on the Need/Resource Capacity Categories) across age, years of teaching experience, grade level taught, and college math credits taken were examined with the dimensions of mathematics instructional practices to see if any relationships exist among the variables.”