1. Dissertation Overview: The Influence of a Teachers Beliefs, Belief Systems, and Reflection on the Enactment of the English Language Arts Common Core State Standards Phillip Pittman 2014

2. Current Educational Reform Logic Model: Increasing rigor + standardizing learning standards + intensifying accountability + expanding teachers instructional capacity = Increases in student knowledge and skill; = More success in the workplace; = Higher levels of achievement in comparison to other nations

3. Problem Statement & Significance of Study At this point, researchers and educational leaders do not have a deep understanding of how a teachers educational beliefs, belief systems, and reflection influence the teachers enactment of the Common Core State Standards. With a greater understanding in these vital areas, educational leaders can be more effective in facilitating a reflective process that promotes teacher learning and growth, which can lead to more effective instructional practices and higher levels of student achievement.

4. Conceptual Framework

5. Purpose of the Study The purpose of this single case study is to understand the influence of a teachers educational beliefs, belief systems, and reflection on the enactment of the English Language Arts Common Core State Standards in his classroom.

6. Research Questions 1. What educational beliefs appear to be central to the teachers belief system(s)? 2. What are the teachers theories-in-use related to the ELA CCSS? 3. How are the ELA CCSS enacted in this teachers classroom? 4. How do the teachers beliefs/belief systems appear to influence the enactment of the ELA CCSS? 5. How does the teachers reflection-on-action and reflection- in-action appear to influence his educational beliefs and behaviors?

7. Research Design, Tradition, and Methodology Qualitative Research Single Case Study Participant Selection: Criterion-based using network sampling Data Collection: Longitudinal cycle of multiple iterations of interviews, observations, post-observation debriefing sessions, and artifact collections over course of 2nd semester Trustworthiness, Credibility, and Authenticity: Critical reflexivity, prolonging engagement with participant, coding emergent themes, triangulating data, exploring disconfirming evidence, using thick, rich descriptions, and member checking. Data Analysis and Interpretation: Inductive, using memos, coding, looking for patterns, making comparisons, producing explanations, and building models

8. Contact Information Phillip Pittman 2800 Keith Rd. West Bloomfield, MI 48324 (248) 956-3732 PhillipPittman@wlcsd.org