Date of Award

Summer 8-1-2015

Degree Type


Degree Name

Doctor of Philosophy (PhD)


Center for Science and Math Education


Center for Science and Math Education

Committee Chair

Sherry S. Herron

Committee Chair Department

Center for Science and Math Education

Committee Member 2

Rejoice Mudzimiri

Committee Member 2 Department


Committee Member 3

James T. Johnson

Committee Member 4

John M. Harris

Committee Member 4 Department


Committee Member 5

Karen T. Kohl

Committee Member 5 Department



Using the Concerns Based Adoption Model (CBAM) as the theoretical framework, this mixed-methods study utilized three research methods, quantitative, profile interpretation, and qualitative to answer the research questions to investigate the concerns teachers were experiencing during the first year of implementing the Common Core State Standards for Mathematics (CCSSM) and to determine if professional development affected those concerns. The Stage of Concern questionnaire which included two open-ended questions was employed to survey 88 secondary Mississippi mathematics teachers. MANOVA was used to investigate any differences in the means of the relative levels of intensity present within the subgroups which are inconclusive. The profile interpretation methodology of the CBAM revealed a beginning user profile for the whole cohort which exhibited intense concerns at the personal level coupled with intense management concerns. The profile revealed a tailing up at the refinement stage; this behavior indicated that teachers have intense personal and task concerns and are looking for a way to refine the implementation process. The themes that emerged during the qualitative analysis of the open-ended questions consisted of accountability, adjustments in learning, implementation, leadership, resources, student ability, assessments, frustration, teacher training, time, and understanding the CCSSM. Although the effect of professional development overall was inconclusive, teachers who received minimal professional development revealed a non-user profile but exhibited positive tendencies of wanting information to properly implement the standards; whereas, teachers who received sporadic professional development showed anxious tendencies consistent with teachers struggling with the implementation harboring the possibility of abandoning the implementation. Teachers who have received intensive professional development including the use of reflective professional learning communities and instructional coaches revealed a beginning user profile with intense collaboration concerns reflecting the desire to use collaboration to refine the implementation. Professional development, focused on information and task management, is necessary to ensure that the implementation of the CCSSM continues with fidelity.