|Keywords:||Education; Middle schools – Educational change; Education – Psychological aspects; Educational leadership and management|
|Full text PDF:||http://hdl.handle.net/1860/idea:6434|
The Elementary and Secondary Education Act (ESEA) reauthorization has been slow. Four entities within the United States have reacted by spearheading the development of new Common Core State Standards, and new state summative assessments. The Council of Chief State School Officers, and the National Governors Association standards, and the Smarter Balanced Assessments Consortium (SBAC), and the Partnership for Assessment of Readiness of College and Careers Consortium (PARCC), assessments. The state of California committed to these changes in 2010 and 2011 respectively (California Department of Education, 2013b). The affective dimensions that are the result of change are part of the very fabric of every organizational entity, including schools. These dimensions, including ultimately change resistance can lead to undermining, and possible failure of change initiatives (Coggshall, 2004; George, 1996; George & Brief, 1992; Jager, 2001; Sy, Cote, & Saavedra, 2005). The site for this case study was a small, rural, California public middle school where the aforementioned systemic changes continue to occur. The study encompassed semi structured interviews of 12 teachers, artifact collection, and field notes. Advisors/Committee Members: Bureau, W. Edward.