This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Jennifer Ford, Aubrey Scheopner Torres, Patricia Hinchey, Jonathan Supovitz, Bridget A. Bunten, Sean P. Connors, Jeffrey G. Maxim, Washington State Board for Community and Technical Colleges, Jan Mader, and Youb Kim.
(2014). Is American Teacher Education Fully up to the Common Core Requirements?, Kappa Delta Pi Record. This narrative considers how well equipped today's teacher education students and faculty are to meet the demands of the new Common Core State Standards. Data from the Teacher Education Accreditation Council's national evaluation of teacher education programs gives a mixed picture that, while mostly encouraging, also reveals that some future teachers, current teacher education faculty, and cooperating teachers have misguided and worrisome views of their subject matter and pedagogy. [More] Descriptors: State Standards, Academic Standards, Preservice Teachers, Teacher Education
(2014). Gearing up to Teach the Common Core State Standards for Mathematics in the Rural Northeast Region. Stated Briefly. REL 2015-066, Regional Educational Laboratory Northeast & Islands. This study describes key challenges and necessary supports related to implementation of the Common Core State Standards for Mathematics (CCSSM) identified by rural math educators in the Northeast. The research team interviewed state and district math coordinators and surveyed teachers in Maine, New Hampshire, New York and Vermont, to assess their most pressing challenges and associated needs. Key challenges included time and support for teachers to change their instructional practices to meet the CCSSM, availability of high-quality instructional materials, and opportunities for collaboration. The report was produced in response to input from the Northeast Rural Districts Research Alliance (NRDRA), one of eight research alliances working with REL Northeast & Islands. This "Stated Briefly" report is a companion piece that summarizes the results of another report entitled "Gearing up to teach the Common Core State Standards for Mathematics in rural Northeast Region schools," released on November 12, 2014. [For companion piece "Gearing up to teach the Common Core State Standards for Mathematics in rural Northeast Region schools," see ED548005.] [More] Descriptors: State Standards, Mathematics Instruction, Rural Education, Mathematics Teachers
(2014). Puppets and Puppeteers: External Mandates and the Instructional Practice of Two First-Year Teachers, International Journal of Educational Leadership Preparation. This longitudinal study examined how the approach leaders in two schools took to implementing the Common Core State Standards shaped the way that two first-year teachers constructed meaning related to being a teacher. Instructional leadership constructs and threat rigidity theory were used to analyze qualitative data gathered over a nine-month period. Findings indicate that the way schools as organizations respond to external mandates can influence the way that beginning teachers conceptualize, and approach, their work in the classroom. [More] Descriptors: Educational Practices, Beginning Teachers, Longitudinal Studies, State Standards
(2014). Differentiating Literacy Instruction–There's an App for that!, Language and Literacy Spectrum. Given the increased diversity of students within the regular, general education classroom, this article explores the importance of differentiated instruction to meet the needs of all learners in this age of Common Core State Standards. Using digital literacies that engage students, the authors showcase apps and web tools they have used in developing learners' literacy. Most of the recommended apps are free and suggestions are included as to how teachers might use these tools with students of the classroom. [More] Descriptors: Individualized Instruction, Literacy Education, Computer Oriented Programs, Handheld Devices
(2014). An Educator's Perspective: Five "E's" to Success with Common Core Standards, Odyssey: New Directions in Deaf Education. As a result of the implementation–and rigor–of the Common Core State Standards, many educators are looking for a different teaching approach to make content accessible to all students. Successful implementation of these standards for deaf and hard of hearing students can be achieved through what Christy Neria calls the "Five E's." These are: (1) Engagement; (2) Encouragement; (3) Expectations; (4) Expression; and (5) Experience. Neria details these principals in this article, and writes that the implementation of the Common Core State Standards puts pressure on everyone–and there is no magical pedagogical equation to ensure students' mastery–but these five principles may be stepping stones in supporting deaf and hard of hearing students on this rigorous journey. [More] Descriptors: State Standards, Academic Standards, Academic Accommodations (Disabilities), Deafness
(2014). Slowing Entropy: Instructional Policy Design in New York City, 2011-12. Policy Brief #14-3, Consortium for Policy Research in Education. How do policymakers craft policies, particularly centered on the Common Core State Standards, to be more resilient and less likely to disintegrate during enactment? Researcher Jonathan Supovitz in "Slowing Entropy: Instructional Policy Design in New York City, 2011-12" examines the design of a New York City Department of Education policy intended to engage teachers and principals across NYC with the instructional challenges of Common Core State Standards (CCSS). This summary provides an instructive backstory to some of the thought processes of the policy architects and provides insight into the way that careful policymaking can be more resilient to decay as it enters the rough-and-tumble reality of school communities. [More] Descriptors: Instructional Design, Educational Policy, Policy Formation, State Standards
(2014). This Is Not Your Grandma's Library, Knowledge Quest. Students must understand the relevance of science, technology, engineering, and mathematics (STEM) to their everyday lives to become employable in the rapidly changing, technologically driven economy. The intent of the Common Core State Standards is to prepare students to be college-, career-, and citizenship-ready. The school libraries of today allow students equitable access to the knowledge that will allow them to become literate in all areas of their lives. From providing students access to simulations for concept development, instructing students in navigating Moodles and blogs, assisting students with online instruction and web page development, the librarians and libraries of today truly are integral pieces to ensure that students will be successful in becoming proficient in the Common Core State Standards, as well as the Next Generation Science Standards. These proficiencies will ensure economic security and re-establish the United States as a leader in education and technology. [More] Descriptors: School Libraries, Academic Standards, State Standards, STEM Education
(2014). Teaching about Valley Forge: Using Standards for Action and Achievement, Social Studies and the Young Learner. There have been many significant changes in education over the last fifty years, but few have been as swift and all-encompassing as the Common Core State Standards (CCSS). Discussed and debated everywhere, and now implemented in many states, the CCSS initiative set out to transform our nation's K-12 educational system by providing clear expectations of the knowledge and skills students need in English language arts and math for eventual success in college and careers. [More] Descriptors: State Standards, Academic Standards, Literacy, Teaching Methods
(2014). Agreement on Use of 11th Grade Smarter Balanced Assessment Results for Student Placement. Issue Brief. This issue brief lists the agreement principles relating to the use of 11th grade career and college readiness assessment results for student placement in Washington community and technical colleges. As part of the Washington implementation of the new Common Core State Standards for college- and career-readiness, the agreement described herein has been endorsed by all 34 colleges in the Washington community and technical college system. The agreements represent the commitment of Washington's higher education institutions to improve student college readiness by supporting the implementation of the Common Core State Standards in the state. The agreements will be in effect for the high school graduating classes of 2016 through 2018. It will be reconsidered formally in winter 2018 based on student performance data. [More] Descriptors: Grade 11, College Readiness, Career Readiness, Student Placement
(2014). Virginia Standards Predated the Common Core Initiative. The Virginia Board of Education is committed to the Virginia Standards of Learning (SOL) program and opposed to adoption of the newly developed Common Core State Standards as a prerequisite for participation in federal competitive grant and entitlement programs. The Standards of Learning are clear and rigorous and have won the acceptance and trust of Virginia educators. Whatever adjustments might be warranted to ensure alignment of the SOL with the Common Core State Standards can be made within the process through which the Board of Education exercises its constitutional authority to establish standards for the commonwealth's public schools. The reasons why the board believes this approach makes the most sense for Virginia are discussed in this article. [More] Descriptors: State Standards, Board of Education Policy, State Programs, Educational Change
(2014). The Implications of Disciplinary Literacy, Journal of Adolescent & Adult Literacy. During the past several years, middle schools and high schools have been shifting their attention to disciplinary literacy. The Common Core State Standards are explicit in requiring teachers to teach the literacy of science, literature, and history, and even states that are not part of Common Core (such as Texas) are making this shift as well. This e-mail discussion between Cynthia and Timothy Shanahan explores the implications of disciplinary literacy for motivation, assessment, teacher education, and professional development. [More] Descriptors: Middle Schools, High Schools, Content Area Reading, Content Area Writing
(2014). Toward Sustainable Educational Changes through School-Based Professional Development on ELL Assessment for New Teachers, Theory Into Practice. Developing teachers' knowledge about assessing English language learners (ELLs) is critical for achieving intended policy outcomes of improving teaching under Race to the Top policy and Common Core State Standards. In addition to teachers' expressed concerns about teaching Common Core State Standards to ELLs in a national survey published in "Education Week" (Gewertz, 2013), the formation of two assessment consortiums (i.e., Smarter Balanced Assessment Consortium, or SBAC, and Partnership for Assessment of Readiness for College and Careers, or PARCC) indicates the urgency for teachers to demonstrate their assessment knowledge and for schools to provide meaningful professional development opportunities in that area. In this article, we detail the rationale for school-based professional development targeting assessment, especially for new teachers, and outline a proposed procedure for providing such training. [More] Descriptors: Educational Change, Sustainability, Faculty Development, Beginning Teachers
(2014). Special Education Teachers' Knowledge and Use of Brain-Based Teaching, Common Core State Standards, Formative Feedback Practices and Instructional Efficacy for the Diverse Learning Needs of Students in High and Low Proficiency Groups, ProQuest LLC. This study examined special education teachers' knowledge and use of: brain-based teaching strategies, Common Core State Standards, formative feedback, and instructional efficacy for diverse students. The study identified the differences amongst special education teachers' responses on the dimensions of brain-based teaching strategies, Common Core State Standards, formative feedback, and instructional efficacy. Furthermore, the study examined the teachers' responses to determine if there was a relationship between the students' 2012 proficiency scores received from New York State Department of Education on their ELA and/or Math state exams based on the influence of the above mentioned dimensions. The results of this study revealed four major findings: the overall knowledge of brain-based teaching strategies by special education teachers; the lack of preparation that special education teachers received on the implementation of the Common Core State Standards; the degree that formative feedback strategies are effectively used in the classroom; and the positive effect instructional efficacy had on the special education classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta… [More] Descriptors: Special Education Teachers, Teaching Methods, Brain, State Standards
(2014). Can Computers Make the Grade in Writing Exams?, Phi Delta Kappan. Schools are scrambling to prepare students for the writing assessments aligned to the Common Core State Standards. In some states, writing has not been assessed for over a decade. Yet, with the use of computerized grading of the student's writing, many teachers are wondering how to best prepare students for the writing assessments that will be evaluated through an algorithm. Will form now matter more than function? [More] Descriptors: Computer Assisted Testing, Writing Tests, Standardized Tests, Core Curriculum
(2014). Teaching for Transfer in the Common Core Era, Reading Teacher. The goal of the Common Core State Standards, college and career readiness, is dependent of teaching for transfer–the ability to apply the knowledge, skills and disposition learned in one context to another or future context. In this article we discuss the types of transfer, automatic application or deliberate conscious application. We then discuss what teachers can do to insure that students will transfer what they learn to new and future contexts. [More] Descriptors: State Standards, Academic Standards, College Preparation, Career Development