Bibliography: Common Core State Standards (page 003 of 130)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Jacob Jackson, Jessica S. Howell, William Benedict Russell, P. Holt Wilson, Timothy Shanahan, John Larmer, Diane Stark Rentmer, Jessie R. Watkins, John R. Mergendoller, and Nicholas Fortune.

Larmer, John; Mergendoller, John R. (2013). Speaking of Speaking, Educational Leadership. From the early elementary grades through high school, the Common Core State Standards ask students to organize and explain their ideas in oral presentations, use visual aids, and speak appropriately for various contexts and tasks. Although teachers could give assignments that teach some of these skills in isolation, the authors have found that nothing pulls the skills together as effectively as project-based learning. Project-based learning is the ideal way to build the speaking and presentation skills called for in the Common Core State Standards. The standards build presentation skills at a gradual, age-appropriate pace over the grade levels. Teachers can plan projects to match this sequence. It's not hard to see how project-based learning is a key strategy for achieving the goals of the Common Core State Standards. Not only do projects build speaking skills required by the standards, but they also build thinking and application skills in the subject area related to the project.   [More]  Descriptors: State Standards, Active Learning, Speech Communication, Visual Aids

Kober, Nancy; Rentmer, Diane Stark (2011). States' Progress and Challenges in Implementing Common Core State Standards, Center on Education Policy. Most states are participating in the initiative led by the National Governors Association and the Council of Chief State School Officers to develop and adopt voluntary common core state standards that will outline what elementary and secondary school students are expected to learn in English language arts and mathematics. Implementing these standards will require complementary and sometimes complex changes to a host of education policies and programs, from teacher preparation to testing. To learn more about states' progress and plans for implementing the common core state standards, the Center on Education Policy (CEP) surveyed state deputy superintendents of education or their designees in October and November of 2010. Responses were received from 42 states and the District of Columbia, which is counted as a state in the tallies in this report. Several key findings can be drawn from states' survey responses. These are: (1) State officials cited educational quality issues more often than they cited federal Race to Top (RttT) requirements as important factors in their states' decision to adopt the common core state standards; (2) Many states anticipate it will take until 2013 or later to fully implement the more complex changes associated with the common core state standards; (3) Although most adopting states will require school districts to implement the common core state standards, the majority of these states are not requiring districts to make complementary changes in curriculum and teacher programs; (4) The hope that the common core state standards will encourage a seamless system of education from elementary school through college is far from being realized; (5) Developing teacher evaluation systems geared to the common core state standards and finding funds were most often cited by states as major challenges to implementing the standards; and (6) Race to the Top funding appears to be helping with implementation of the common core state standards. Study Methods is appended.   [More]  Descriptors: Teacher Evaluation, State Officials, State Standards, Educational Quality

Chandler, Kayla; Fortune, Nicholas; Lovett, Jennifer N.; Scherrer, Jimmy (2016). What Should Common Core Assessments Measure?, Phi Delta Kappan. The Common Core State Standards for mathematics promote ideals about learning mathematics by providing specific standards focused on conceptual understanding and incorporating practices in which students must participate to develop conceptual understanding. Thus, how we define learning is pivotal because our current definition isn't aligned with how we teach and assess. But how do we reconcile the two? What does this look like? And what does this imply about how we assess learning?   [More]  Descriptors: Common Core State Standards, Mathematics, Student Evaluation, Measurement

Kenna, Joshua L.; Russell, William Benedict, III (2015). Secondary Social Studies Teachers' Time Commitment When Addressing the Common Core State Standards, Journal of Social Studies Education Research. In 2010 the Common Core State Standards (CCSS) were officially released in America for mathematics and English language arts and soon adopted by 45 of the 50 states. However, within the English langue arts domain there were standards intended for secondary social studies teachers under the title, Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. Moreover, the CCSS have been advertised as being able to transform the way teachers teach. That is, social studies teachers are expected to alter their instructional practices as a direct result of the implementation of the CCSS. Therefore, this study examined, using a self-reporting survey, whether the instructional practices of secondary social studies teachers in one Southeastern state had been "transformed" by the CCSS.   [More]  Descriptors: Social Studies, Secondary School Teachers, Common Core State Standards, Teaching Methods

Peters, Susan A.; Bennett, Victoria Miller; Young, Mandy; Watkins, Jonathan D. (2016). A Fair and Balance Approach to the Mean, Mathematics Teaching in the Middle School. The mean can be interpreted as a fair-share value and as a balance point. Standards documents, including Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010), suggest focusing on both interpretations. In this article, the authors propose a sequence of five activities to help students develop these understandings of the mean, and they offer insights for implementing the activities. They include extensive use of representations, from concrete to abstract (Bruner 1966), to scaffold students' experiences and sequence discussions.   [More]  Descriptors: Mathematics Instruction, Secondary School Mathematics, Middle School Students, Common Core State Standards

Morton-Standish, Leisa (2014). Using Online Media to Write Extended Persuasive Text, Reading Teacher. This article examines methods of teaching students immersed in online media to write extended persuasive text. Specific examples for the writing classroom are outlined to engage students in persuasive writing through the use of online media. The persuasive writing examples are linked to the Common Core State Standards.   [More]  Descriptors: Persuasive Discourse, Technology Uses in Education, Teaching Methods, Writing Assignments

Wilson, P. Holt; Downs, Holly A. (2014). Supporting Mathematics Teachers in the Common Core Implementation, AASA Journal of Scholarship & Practice. Based on work with elementary grades teachers in mathematics professional development to prepare for the implementation of the Common Core State Standards for Mathematics, we offer a set of recommendations for school leaders who wish to assist teachers in adjusting their instruction to meet the challenges that the new standards present.   [More]  Descriptors: Mathematics Teachers, State Standards, Program Implementation, Elementary School Teachers

Burks, Brooke A.; Beziat, Tara L. R.; Danley, Sheree; Davis, Kashara; Lowery, Holly; Lucas, Jessica (2015). Adapting to Change: Teacher Perceptions of Implementing the Common Core State Standards, Education. The current research study looked at secondary teachers' (grades 6-12) perceptions of their preparedness to implement the Common Core State Standards as well as their feelings about the training they have or have not received related to implementing the standards. The problem: Many conflicting views exist among teachers, parents, and others interested in education on the topic of the Common Core State Standards. Despite the views, teachers are still expected to implement the curricular changes thrust upon them. The methods: Thirty-five respondents participated in an online survey that asked about teachers' comfort levels with teaching the Common Core, the amount of training they received, and their perceptions of the adequacy of the training. The results: Fifty-seven percent of respondents were either "comfortable" or "extremely comfortable" with implementing the standards although 55% reported that they had received insufficient training.   [More]  Descriptors: Secondary School Teachers, Teacher Attitudes, Program Implementation, Common Core State Standards

Darrow, Alice-Ann (2014). Applying Common Core Standards to Students with Disabilities in Music, General Music Today. The following article includes general information on the Common Core State Standards, how the standards apply to the music and academic education of students with disabilities, and web resources that will helpful to music educators teaching students with and without disabilities.   [More]  Descriptors: Disabilities, Music, Music Education, State Standards

Au, Wayne (2016). Techies, the Tea Party, and the Race to the Top: The Rise of the New Upper-Middle Class and Tensions in the Rightist Politics of Federal Education Reform, Educational Forum. The Common Core State Standards (CCSS) and their associated high-stakes testing are key parts of the federal Race to the Top (RTTT) initiative. There has been considerable resistance to both CCSS and related testing, particularly from conservative actors. This resistance suggests that CCSS has caused substantial tension within the conservative alliance that originally coalesced around No Child Left Behind (NCLB). This article examines the fracturing of the NCLB alliance in response to RTTT and CCSS.   [More]  Descriptors: Middle Class, Federal Regulation, Educational Change, Politics of Education

Shanahan, Timothy (2014). Educational Policy and Literacy Instruction: Worlds Apart?, Reading Teacher. This article explores the relationship between federal and state educational policymaking and classroom reading instruction. The past 50 years of federal literacy education policy is summarized, particularly emphasizing the connections of these policies to reading curriculum and classroom assessment. The paper concludes with a discussion of the coordinated state efforts to reshape literacy curriculum including the Common Core State Standards.   [More]  Descriptors: Educational Policy, State Policy, Public Policy, Reading Instruction

Watt, Sarah J.; Watkins, Jessie R.; Abbitt, Jason (2016). Teaching Algebra to Students with Learning Disabilities: Where Have We Come and Where Should We Go?, Journal of Learning Disabilities. This review investigates effective interventions for teaching algebra to students with learning disabilities and evaluates the complexity and alignment of skills with the Common Core State Standards in math. The review includes the results of 10 experimental and 5 single-subject designs (N = 15) producing a moderate overall effect size (g = 0.48). A total of five interventions were identified and analyzed across the studies using effect size data.   [More]  Descriptors: Algebra, Learning Disabilities, Mathematics Instruction, Intervention

Fillmore, Lily Wong (2014). English Language Learners at the Crossroads of Educational Reform, TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. In this essay, the author argues that English language learners (ELLs) can meet and exceed the Common Core State Standards, and that more complex materials are in fact precisely what they need. Lack of access to such materials is what prevents ELLs from attaining full proficiency in English.   [More]  Descriptors: Educational Change, English Language Learners, State Standards, Core Curriculum

Valdés, Guadalupe; Kibler, Amanda; Walqui, Aída (2014). Changes in the Expertise of ESL Professionals: Knowledge and Action in an Era of New Standards, TESOL International Association. This professional paper builds on the work of TESOL's issue briefs, "Implementing the Common Core State Standards for English Learners: The Changing Role of the ESL Teacher" (February 2013) and Overview of the Common Core State Standards Initiatives for ELLs (March, 2013). It discusses the shifting landscape surrounding the new Common Core Standards and the Next Generation Science Standards and their implications for building and enacting teacher expertise. This paper is written for K-12 ESL professionals, including teachers, teacher-leaders, school principals, district administrators, and other K-12 educators who work primarily or exclusively with English language learners. This document includes the appendix: "Historical and Current Conceptualizations of Language and SLA in Language Teaching: A Basis for Rethinking." [For "Overview of the Common Core State Standards Initiatives for ELLs. TESOL Issue Brief," see ED560133 ; for "Implementing the Common Core State Standards for English Learners: The Changing Role of the ESL Teacher. A Summary of the TESOL International Association Convening April 2013," see ED560134.]   [More]  Descriptors: Expertise, English (Second Language), Second Language Instruction, Second Language Learning

Kurlaender, Michal; Jackson, Jacob; Howell, Jessica S. (2012). K-12 Postsecondary Alignment and School Accountability: Investigating High School Responses to California's Early Assessment Program. Research Brief, College Board. This brief studies California's introduction of the Early Assessment Program to bridge the gap between K-12 educational standards and postsecondary education requirements, similar to the Common Core State Standards movement.   [More]  Descriptors: Elementary Secondary Education, Postsecondary Education, Alignment (Education), Accountability

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