| This instrumental case study presents the narratives of public school educators and their perceptions of themselves with regards to the new Common Core Learning Standards (CCLS), as well as the updated Annual Professional Performance Review (APPR) under which educators are now being evaluated. Findings from this study include the perceptions of the participants as professionals now having to play the "new game of school" surrounding the tensions between autonomy, control and power. While some are complying with the changes, others are resisting in various ways and for a variety of reasons. This study also highlights possible implications to the field as a whole because of these changes to the profession. Overall, this study illuminates ways in which teachers are mediating through the increased accountability and curricular changes during an unprecedented time of educational unrest. |
