Date of Award

Spring 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education Policy, Planning, and Administration

Committee Chairperson

Matthew Kruger-Ross, PhD

Committee Member

Daris McInnis, PhD

Committee Member

Emmaline Ellis, PhD

Abstract

Since the 1960s, the United States has experienced frequent changes in educational reform, policies, and practices, known as the Reading Wars and Math Wars. These changes have directly impacted teachers. This qualitative study explored K-1 teachers’ experiences with curriculum change in one school located in the northeastern United States. There were ten participants in the study including kindergarten teachers, first-grade teachers, a special education teacher, an English language development teacher, and a guidance counselor. Multiple rounds of interviews were conducted in person and on Zoom with participants. Interview transcripts were coded using inductive coding via Dedoose software and four themes emerged: teacher emotions (too much), too much change, tension around autonomy, and not enough support and collaboration. Findings suggest that teachers do not have access to enough developmentally appropriate resources, information, training, and support which impact their feelings. Implications of the study include uplifting teachers’ voices and calling on policymakers and administrators to reflect on the practices that are fueling the compulsion cycle.

Keywords: reading wars, math wars, curriculum change, teachers’ experiences, elementary education.

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