Poster Paper: The Impacts of the Common Core State Standards on Teachers' Resource Seeking and Access within Pinterest

Thursday, November 2, 2017
Regency Ballroom (Hyatt Regency Chicago)

*Names in bold indicate Presenter

Kaitlin T Torphy, Yuqing Liu, Sihua Hu and Kenneth Frank, Michigan State University

To date, not much effort has been devoted to systematically study teachers' engagement with social media. Though engagement in social media continues to grow, little is known about how information and knowledge diffuses in virtual spaces, contributes to teachers' professional growth, or has indirect/direct impacts on classroom teaching and students' success (Frank, Zhao, Penuel, Ellefson, & Porter, 2011).

Pinterest represents a predominate virtual space for teacher interaction, knowledge, and information diffusion. Survey results of a sample of 90 early career teachers (ECTs) across four Midwestern states find 78 use Pinterest at least once per month for educational purposes. Within this group, 73 ECTs report acquiring educational resources within Pinterest. This may have implications for education policy and curricular coherence as communities of teachers become more connected beyond physical boundaries.

Resource acquisition and sharing may directly relate to national changes in educational reform. We examine a nationally sponsored curricular reform, the Common Core State Standards (CCSS), which explicitly defines content standards and national expectations for student success within mathematics and English Language Arts. We use an interuptted time series regression within a sample of 172 ECTs and their closest colleagues within school across two Midwestern states to identify changes in teachers' resource acquisition patterns before and after CCSS enactment as shown in model 1 below.

Teacher Pinterest use volumet

01CCSSt2Montht3Monthx CCSSt



Teacher Pinterest use volumeis the total volume of teachers' Pinterest use at montht

CCSSis a dummy variable which takes on a value of 0 or 1 given CCSS implementation

Monthis a continuous variable

Monthx CCSSis the interaction between the CCSS intervention and month

βis the total volume of teachers' Pinterest use at time 0

βis the change in total volume of teachers' Pinterest use after CCSS implementation

β2is the monthly change in total volume of teachers' Pinterest use before CCSS implementation

βis the difference in the monthly change in teachers' total volume Pinterest use, total pinning volume, after CCSS implementation relative to before

βthrough βrepresent a seasonal effect

Table 1 presents differences in the average slope of teachers' pinning behavior before and after CCSS implementation.

Table 1. Summary table of regression analysis for total volume of teachers' Pinterest use (Nmonth=20)
β SE β
Intercept 1268.48*** 234.19
Month 210.32** 59.36
CCSS 2021.62** 495.37
Month*CCSS -262.65** 63.21
R squared 0.79

*p<.05, **p<.01, ***p<.001

Significant differences in the monthly increase of overall volume of teachers' Pinterest use, before and after CCSS, is -262.65 pins, indicating an approximatley 52 pin decrease in monthly pinning volume after CCSS implementation (210.32-265.65=-52.33). Thus, after CCSS, teachers continued to use Pinterest to access educational resources, however, they accessed less overall. We also find significant effects on pinning behavior across academic season, corresponding to summer break and statewide assessments. Results suggest teachers' Pinterest use relates to their local and national context. Ongoing work includes identifying district level responsiveness to curricular and policy change.