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Open Access Dissertation
Doctor of Education (EdD)
Education (also CAGS)
Year Degree Awarded
Month Degree Awarded
Dr. Sharon Rallis
Curriculum and Instruction | Educational Leadership | Elementary Education | Social and Philosophical Foundations of Education | Teacher Education and Professional Development
The Knowledge They Possess: Elementary Teachers’ Expertise and Where It Becomes Usable Knowledge in the Massachusetts Education System
February 15, 2018
BA University of New Hampshire
MEd Antioch University
EdD University of Massachusetts Amherst (pending)
Dr. Sharon Rallis, Dissertation Chair
Elementary teachers are facing a dilemma. They are expected to uphold the Massachusetts (MA) state mandate and deliver Common Core State Standards (CCSS), use the programs their school has adopted aligned with CCSS and meet the various cognitive and behavioral needs of their students. Sometimes the teachers experience competing commitments between meeting standards, using programs, pacing, scripted curricula, and meeting the immediate needs of their students. How they navigate this dilemma when it occurs and where the classroom teacher’s knowledge become usable knowledge in the MA education system are the two foci of this study. Using Senge’s model of learning organizations and applying it to the MA education system will shed some light on how five elementary teachers use their professional knowledge and autonomy in their classrooms.
Ireland, Helen-Ann, "The Knowledge They Possess: Elementary Teachers' Expertise and Where It Becomes Usable Knowledge in the MA Education System" (2018). Doctoral Dissertations. 1248.
Curriculum and Instruction Commons, Educational Leadership Commons, Elementary Education Commons, Social and Philosophical Foundations of Education Commons, Teacher Education and Professional Development Commons