Ed Bengtson

University of Arkansas

Sean P. Connors

University of Arkansas

Abstract: This longitudinal study examined how the approach leaders in two schools took to implementing the Common Core State Standards shaped the way that two first-year teachers constructed meaning related to being a teacher. Instructional leadership constructs and threat rigidity theory were used to analyze qualitative data gathered over a nine-month period. Findings indicate that the way schools as organizations respond to external mandates can influence the way that beginning teachers conceptualize, and approach, their work in the classroom.   Full text of complete journal attached in PDF on the main IJELP page. 

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