Term
Summer 2026
Capstone
Dissertation
Degree Name
EdD
Primary Advisor/Dissertation Chair
Trish Harvey
Abstract
This sequential explanatory mixed methods study examined how Minnesota elementary teachers’ perceptions of academic standards and assessment influence their instructional practices in the context of 21st-century classrooms. Guided by Ajzen’s (1991) Theory of Planned Behavior, the study explored teachers’ attitudes, subjective norms, and perceived behavioral control related to implementing academic standards. Quantitative data were collected through an online questionnaire completed by 221 Minnesota elementary teachers, followed by qualitative analysis of open-ended survey responses and semi-structured interviews with four teachers. Results indicated that teachers generally held positive attitudes toward academic standards, perceived strong expectations from administrators and state policymakers to implement them, and believed academic standards and 21st-century learning are largely compatible. However, teachers reported lower perceived behavioral control, identifying limited instructional and planning time, competing instructional priorities, student readiness and alignment of instructional resources as barriers to effective implementation. These findings suggest that while teachers generally support standards-based instruction, contextual and implementation factors play a greater role than attitudes in shaping classroom practice. The findings have implications for educational leaders, policymakers, teachers, and the general public seeking to strengthen standards implementation while supporting instructional practices that support 21st-century learning.
Research Methodology
Interview, Survey (attitude scale, opinion, questionnaire)
Keywords
Achievement, Curriculum, Graduation Standards, Teachers/ Teaching
Recommended Citation
Rotvold, Katie, "The Standardization Of Teaching: Minnesota Elementary Teacher Perceptions Of Academic Standards In 21st-Century Classrooms" (2026). School of Education and Leadership Student Capstone Theses and Dissertations. 4646.
https://digitalcommons.hamline.edu/hse_all/4646
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Theses and Dissertations