Date of Conferral



Doctor of Education (Ed.D.)




Kimberley Alkins


District administrators in a school district in Georgia are concerned that after 5 years of implementing a mandated scripted curriculum, the high school continues to post failing scores on standardized tests. The purpose of this qualitative case study was to determine teachers’ perceptions of and experiences with teaching the Common Core Standards with scripted curriculums provided by the school district and teaching the same standards using teacher-developed curriculums. The conceptual framework for this study was based on the theories of constructivism and differentiated instruction. Qualitative data were collected through 1 initial and 1 follow-up interview with 8 teachers (3 English, 2 mathematics, 1 science, and 2 social studies teachers) who have experience teaching with scripted curriculums and teaching using teacher-developed curriculums. Data analysis included coding to determine categories, patterns, and common themes. Key findings revealed 3 themes: (a) teachers’ perceptions of student achievement regarding each curriculum type, (b) teachers’ experiences implementing each curriculum type, and (c) teachers’ recommendations for improving student performance, implementing each curriculum type, and improving each curriculum type. Based on these findings, it is recommended that administrators offer effective professional development for implementing each curriculum type. The results of this study may help school leaders understand how to bridge the gap between the current curriculum and the various needs of students at different ability levels with different capacities.