This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Joyce VanTassel-Baska, Julia Viro, Jennifer Barrett-Tatum, Nanette Seago, Beth Hart, Comfort M. Ateh, Cory Robertson, Ryan O'Donnell, Sandy Sobolew-Shubin, and Lucy Wilder.
(2015). Beyond Who, What, Where, When, Why, and How: Preparing Students to Generate Questions in the Age of Common Core Standards, Journal of Research in Childhood Education. Using a case study design, our research explored question generation as a reading comprehension strategy, focusing on the types of questions 4th- and 5th-grade students posed before, during, and after reading narrative text. The authors aimed to determine whether their participants are ready to pose the higher-level questions expected of them by the U.S. Common Core State Standards (2010). The results indicated that students asked mainly memory-based and convergent thinking questions, with far fewer divergent thinking and evaluative thinking questions. Instructional implications for classroom teachers include teacher modeling and demonstration of how to ask divergent and evaluative thinking questions through explicit instruction, mentorship, and more teacher use of language related to deeper thinking comprehension questions. These findings are explained in connection to the Common Core State Standards. [More] Descriptors: State Standards, Academic Standards, Case Studies, Reading Comprehension
(2011). Common Core State Standards Alignment: Advanced Placement[R]. Research Report 2011-8, College Board. The College Board has been a strong advocate for and played an active role in the development of the Common Core State Standards. As part of this collaboration, the College Board helped draft the standards and helped shape the initiative by providing executive guidance on the Common Core Advisory Committee. The goal of the Common Core State Standards–to establish a common set of rigorous expectations to prepare students for college and career readiness–strongly reflects the guiding mission and values of the College Board, as well as its programs and services. In support of its near-term goals, the College Board has developed this alignment study to document the existing correspondence between the Common Core State Standards and selected AP courses. This report describes how the Common Core State Standards can prepare students to engage in the following courses: AP English Literature and Composition, AP English Language and Composition, AP Calculus AB, AP Calculus BC, AP Statistics, and AP Computer Science A. Appended are: (1) AP English–Common Core State Standards Side-by-Side Alignment Table; and (2) AP Calculus, AP Statistics, and AP Computer Science A–Common Core State Standards Side-by-Side Alignment Table. [More] Descriptors: Advisory Committees, State Standards, Advanced Placement, English Literature
(2016). The Common Core State Standards for Mathematics, International Journal of Research in Education and Science. The Common Core State Standards for Mathematics (CCSSM) was published in 2010 and includes a complete collection of standards that are published and reviewed as a "common core" in which math skills have been extensively adopted. The recommendations provided have been entirely or partially adapted by more than 47 states of the US. Authorities have committed and incredible amount of time, money and resources in creating these new standards and additional effort will be required to implement these standards The new math standards address two established issues in US education, the ordinary quality of mathematics learning and equal opportunity in U.S. schools. It is a fact that deprived students are most likely to have inexperienced or under qualified teachers, and children from impoverished families are much less likely to have the same kind of supports or enrichment opportunities than their more fortunate peers. It is important for the authorities to produce and adapt material for the development of children in such a way that it can clearly address the content and practice of math for the CCSSM and this material should be able to give learning and teaching methods which are in line with CCSSM. It is concluded from this research that there are challenges that have emerged for implementation of CCSSM in which basic challenges include issues of quality, equality, challenges for math teachers, and teaching CCSSM to disabled students. [More] Descriptors: Mathematics Education, Common Core State Standards, Educational Quality, Equal Education
(2015). Integrating the English Language Arts Common Core State Standards into Physical Education, Journal of Physical Education, Recreation & Dance. Physical education teachers are expected to implement the English language arts (ELA) Common Core State Standards (CCSS) in their instruction. This has proved to be challenging for many physical educators. The purpose of this article is to provide developmentally appropriate examples of how to incorporate the ELA CCSS into physical education, while at the same time aligning the CCSS with the new national physical education content standards and grade-level outcomes. [More] Descriptors: State Standards, Physical Education, English, Language Arts
(2013). Using a Cloud-Based Computing Environment to Support Teacher Training on Common Core Implementation, TechTrends: Linking Research and Practice to Improve Learning. A cloud-based computing environment, Google Apps for Education (GAFE), has provided the Anaheim City School District (ACSD) a comprehensive and collaborative avenue for creating, sharing, and editing documents, calendars, and social networking communities. With this environment, teachers and district staff at ACSD are able to utilize the deep feature-set to assist with the implementation of the Common Core State Standards and the new shift in research-based lesson design. Through the use of the cloud-based computing environment, teachers in the district are able to receive support for the effective implementation of the Common Core State Standards. [More] Descriptors: Educational Technology, Technology Uses in Education, Computer Oriented Programs, School Districts
(2017). Middle School Mathematics Teachers' Perceptions of the Common Core State Standards for Mathematics and Related Assessment and Teacher Evaluation Systems, Educational Policy. In this study, U.S. middle school teachers' perceptions of Common Core State Standards for Mathematics (CCSSM), CCSSM-related assessments, teacher evaluation processes, and resources for implementing CCSSM were investigated. Using a mixed methods design, a national sample of 366 teachers was surveyed, and 24 teachers were interviewed. Findings indicated that teachers viewed CCSSM as including new content for their grade level. Teachers also reported using multiple curriculum resources to align with CCSSM and indicated that new assessments would serve as a proxy for CCSSM. Implications for rapidly changing policy, curriculum, assessment, instruction, and professional development related to CCSSM are discussed. [More] Descriptors: Middle School Teachers, Mathematics Teachers, Mathematics Instruction, Teacher Attitudes
(2014). Mission Impossible: How Do We Know?, Mathematics Teacher. Constructing viable arguments and reasoning abstractly is an essential part of the Common Core State Standards for Mathematics (CCSSI 2010). This article discusses the scenarios in which a mathematical task is impossible to accomplish, as well as how to approach impossible scenarios in the classroom. The concept of proof is introduced as the primary tool to handle such situations. [More] Descriptors: Mathematics Instruction, Mathematical Concepts, Validity, Mathematical Logic
(2015). From Idealized to Actualized Instruction: Two Elementary Teachers' Enactment of the ELA Common Core State Standards in Instructional Scripts, Literacy Research and Instruction. Educational policies in the United States often adhere to society's ideal scenario for the perfect college and career ready student, but the realities of and differences in classroom instruction are often not considered. Whether or not policies will effectively improve student performance is unknown until implementation. The Common Core State Standards were designed to create equitable learning opportunities for all students, readying them to enter America's workforce and higher education institutions. This study investigates the first year of implementation of the English Language Arts Common Core State Standards and highlights the literacy learning opportunities presented to students in two primary classrooms. The current study pairs a cultural historical activity framework with Gutierrez's script analysis to illustrate how two teachers' instructional scripts altered students' meaning-making opportunities when using the same literacy curriculum standards. [More] Descriptors: Elementary School Teachers, English Instruction, Language Arts, State Standards
(2015). The Common Core State Standards: An Opportunity to Enhance Formative Assessment in History/Social Studies Classrooms, Clearing House: A Journal of Educational Strategies, Issues and Ideas. This article discusses the opportunity that the Common Core State Standards (CCSS) present for enhancing formative assessment (FA) in history and social studies classrooms. There is evidence that FA can enhance learning for students if implemented well. Unfortunately, teachers continue to be challenged in implementing FA in their classrooms. We examined reading standards for literacy in history and social studies in lesson plans created by preservice teachers in order to discuss opportunities presented by the CCSS for enhancing FA. [More] Descriptors: State Standards, Academic Standards, Formative Evaluation, History Instruction
(2015). The Curriculum Gap, Grantmakers for Education. The challenge of updating curriculum to align with Common Core State Standards is a national one felt by states, districts, and teachers alike. Teachers generally express enthusiasm for the Common Core, but consistently cite a lack of high-quality curricula as an impediment to teaching them. The demand for core-aligned quality materials has far outpaced supply. This issue brief outlines how education grantmakers can impact curriculum alignment at the local, regional, and national levels. [More] Descriptors: Curriculum Development, Alignment (Education), State Standards, Educational Quality
(2015). Math in Common. Taking Stock of Common Core Math Implementation: Supporting Teachers to Shift Instruction. Insights from the Math in Common 2015 Baseline Survey of Teachers and Administrators. Formative Evaluation Cycle Report for the Math in Common Initiative: Volume 3, WestEd. Math in Common¬Æ (MiC) is a five-year initiative that supports a formal network of 10 California school districts as they implement the Common Core State Standards in Mathematics (CCSS-M) across grades K-8. In spring 2015, WestEd administered surveys to understand the perspectives on Common Core State Standards-Mathematics (CCSS-M) implementation of teachers and administrators in eight California school districts participating in the Math in Common (MiC) initiative. Over 1,000 respondents replied to the survey, about some of the initial successes and challenges facing California educators attempting to put in place and support new–and what some consider revolutionary–ideas in U.S. mathematics education. The following are appended: (1) Research Methodology and Survey Sample, and (2) Sample Survey Item and Sub-Items. [More] Descriptors: Mathematics Education, Curriculum Implementation, Formative Evaluation, Teacher Evaluation
(2014). iSTEM: Learning Mathematics through Minecraft, Teaching Children Mathematics. The Common Core State Standards can be taught with Minecraft, an interactive creative Lego®-like game. Integrating Science, Technology, Engineering, and Mathematics (iSTEM) authors share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K-grade 6 classrooms. [More] Descriptors: Educational Games, Student Interests, Elementary School Mathematics, Simulated Environment
(2012). K-8 Publishers' Criteria for the Common Core State Standards for Mathematics. This document, developed by the Common Core State Standards for Mathematics (CCSSM) writing team, aims to support faithful CCSSM implementation by providing criteria for materials aligned to the Common Core State Standards for Mathematics. These criteria are an attempt to sharpen the question of how alignment should be judged, and to make alignment and misalignment more clearly visible. This document discusses focus, coherence, and rigor in the Common Core State Standards for Mathematics, as well as criteria for materials and tools aligned to the standards. Recommendations for using the criteria are included. The following are appended: (1) "The Structure is the Standards" (Phil Daro, William McCallum, and Jason Zimba 2012); and (2) Sample Rubric. [More] Descriptors: Common Core State Standards, Elementary School Mathematics, Program Implementation, Mathematics Curriculum
(2012). Using the Common Core State Standards for English Language Arts with Gifted and Advanced Learners, Prufrock Press Inc. "Using the Common Core State Standards for English Language Arts With Gifted and Advanced Learners" provides teachers and administrators examples and strategies to implement the new Common Core State Standards (CCSS) with advanced learners at all stages of development in K-12 schools. The book describes–and demonstrates with specific examples from the CCSS–what effective differentiated activities in English language arts look like for top learners. It shares how educators can provide both rigor and relevance within the new standards as they translate them into meaningful experiences for gifted and advanced learners. [More] Descriptors: Gifted, Academic Standards, State Standards, Developmental Stages
(2011). Common Core Standards: The Emperor Has No Clothes, or Evidence, Kappa Delta Pi Record. The Common Core State Standards (CCSS) initiative continues to gather strength. But the evidence presented by its developers–the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO)–seems lacking compared to the independent reviews and the available research on the topic that suggest otherwise. In this essay, the author looks closely at the proposed Common Core State Standards and associated documents for evidence of data-driven decision making in their development. [More] Descriptors: Evidence, State Schools, State Standards, Decision Making