This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Hollylynne S. Lee, Laura C. Mohs, Alliance for Excellent Education, Aaron J. McKim, Tyson J. Sorensen, Jean L. Behrend, Franchetta Joenise Beckford, Guliz Turgut, Jonathan J. Velez, and Melanie Wenrick.
(2011). Accelerating the College and Career Readiness of Wyoming's Students. Wyoming is in the process of transitioning to new English language arts and mathematics standards that will better prepare students to be successful in college and their careers. Time, effort, and resources must be dedicated to effective implementation in order to realize the promise of these new common core state standards. This paper captures the progress made by Wyoming in adopting both the common core state standards, subsequent work in ensuring those standards are accompanied by college- and career-ready assessments, and the potential benefits of preparing all students for success in college and a career. [More] Descriptors: State Standards, Academic Standards, College Preparation, Career Development
(2011). Accelerating the College and Career Readiness of Texas' Students. Texas is in the process of transitioning to new English language arts and mathematics standards that will better prepare students to be successful in college and their careers. Time, effort, and resources must be dedicated to effective implementation in order to realize the promise of these new common core state standards. This paper captures the progress made by Texas in adopting both the common core state standards, subsequent work in ensuring those standards are accompanied by college- and career-ready assessments, and the potential benefits of preparing all students for success in college and a career. [More] Descriptors: State Standards, Academic Standards, College Preparation, Career Development
(2011). Accelerating the College and Career Readiness of New Jersey's Students. New Jersey is in the process of transitioning to new English language arts and mathematics standards that will better prepare students to be successful in college and their careers. Time, effort, and resources must be dedicated to effective implementation in order to realize the promise of these new common core state standards. This paper captures the progress made by New Jersey in adopting both the common core state standards, subsequent work in ensuring those standards are accompanied by college- and career-ready assessments, and the potential benefits of preparing all students for success in college and a career. [More] Descriptors: State Standards, Academic Standards, College Preparation, Career Development
(2011). Accelerating the College and Career Readiness of South Dakota's Students. South Dakota is in the process of transitioning to new English language arts and mathematics standards that will better prepare students to be successful in college and their careers. Time, effort, and resources must be dedicated to effective implementation in order to realize the promise of these new common core state standards. This paper captures the progress made by South Dakota in adopting both the common core state standards, subsequent work in ensuring those standards are accompanied by college- and career-ready assessments, and the potential benefits of preparing all students for success in college and a career. [More] Descriptors: State Standards, Academic Standards, College Preparation, Career Development
(2011). Accelerating the College and Career Readiness of Wisconsin's Students. Wisconsin is in the process of transitioning to new English language arts and mathematics standards that will better prepare students to be successful in college and their careers. Time, effort, and resources must be dedicated to effective implementation in order to realize the promise of these new common core state standards. This paper captures the progress made by Wisconsin in adopting both the common core state standards, subsequent work in ensuring those standards are accompanied by college- and career-ready assessments, and the potential benefits of preparing all students for success in college and a career. [More] Descriptors: State Standards, Academic Standards, College Preparation, Career Development
(2011). Accelerating the College and Career Readiness of Ohio's Students. Ohio is in the process of transitioning to new English language arts and mathematics standards that will better prepare students to be successful in college and their careers. Time, effort, and resources must be dedicated to effective implementation in order to realize the promise of these new common core state standards. This paper captures the progress made by Ohio in adopting both the common core state standards, subsequent work in ensuring those standards are accompanied by college- and career-ready assessments, and the potential benefits of preparing all students for success in college and a career. [More] Descriptors: State Standards, Academic Standards, College Preparation, Career Development
(2015). Examining the Common Core State Standards in Agricultural Education, Journal of Agricultural Education. The Common Core State Standards (CCSS) represent a shift in the American education system. Included in the CCSS are opportunities for agriculture teachers to integrate math and English language arts content into their curriculum. Using the theory of planned behavior, we sought to identify Oregon agriculture teachers' attitudes, familiarity with, current level of integration, and professional development needs related to the Common Core State Standards. Our research identified the majority of responding teachers were somewhat familiar with the CCSS. Additionally, teachers had varying levels of agreement that the CCSS would help their teaching, yet the majority of agriculture teachers in our study reported they had somewhat implemented the CCSS. In an effort to identify the professional development needs of teachers concerning these standards, we used the CCSS to develop 11 needs assessment competencies related to math, reading, and writing. Respondents identified the highest professional development need areas in topics related to developing students' abilities to write and do mathematics problems in the context of agriculture. These findings are discussed using the theory of planned behavior; recommendations for practice and future research are also highlighted. [More] Descriptors: Common Core State Standards, Agricultural Education, Teacher Attitudes, Familiarity
(2011). Accelerating the College and Career Readiness of New York's Students. New York is in the process of transitioning to new English language arts and mathematics standards that will better prepare students to be successful in college and their careers. Time, effort, and resources must be dedicated to effective implementation in order to realize the promise of these new common core state standards. This paper captures the progress made by New York in adopting both the common core state standards, subsequent work in ensuring those standards are accompanied by college- and career-ready assessments, and the potential benefits of preparing all students for success in college and a career. [More] Descriptors: State Standards, Academic Standards, College Preparation, Career Development
(2013). Educational Reforms and Ethical Use of Research to Inform Readers, Educational Forum. This article critique reflects on "Standards for a New Century: Educating U.S. Students to Compete in the Global Economy," which was published in 2009 in the "Carnegie Reporter", a publication of The Carnegie Corporation of New York. The article, written by Carnegie staff writer Karen Theroux, explained the need for Common Core State Standards, one of the Obama administration's educational reforms. This critique analyzes Theroux's article from the perspective of an educational researcher and evaluates Theroux's responsible use of research while informing readers about the Common Core State Standards reform. By analyzing four major concerns, this critique illustrates the author's misuse of research, therefore, informing readers about the reform in a biased manner. [More] Descriptors: Educational Change, Ethics, State Standards, Criticism
(2011). Accelerating the College and Career Readiness of Oklahoma's Students. Oklahoma is in the process of transitioning to new English language arts and mathematics standards that will better prepare students to be successful in college and their careers. Time, effort, and resources must be dedicated to effective implementation in order to realize the promise of these new common core state standards. This paper captures the progress made by Oklahoma in adopting both the common core state standards, subsequent work in ensuring those standards are accompanied by college- and career-ready assessments, and the potential benefits of preparing all students for success in college and a career. [More] Descriptors: State Standards, Academic Standards, College Preparation, Career Development
(2013). A Pathway for Mathematical Practices, Teaching Children Mathematics. How can teachers engage students in learning essential mathematics? The National Council of Teachers of Mathematics recommends using "contexts that promote problem solving, reasoning, communication, making connections, and designing and analyzing representations" (NCTM 2006, p. 11). Understanding the Process Standards (NCTM 2000) enables teachers to effectively implement the Standards for Mathematical Practice in the newly adopted Common Core State Standards for Mathematics (CCSSI 2010). A vignette from a primary grade classroom–at a school classified as 100 percent socioeconomically disadvantaged and with about 40 percent English language learners–furnishes a context for examining the NCTM Process Standards and illuminates the pathway for implementing the new Common Core State Standards for Mathematical Practice at the elementary school level. In this article, the authors specifically focus on how the teacher integrates problem solving, communication, and reasoning and proof. [More] Descriptors: State Standards, Elementary School Mathematics, Elementary Education, Problem Solving
(2016). Making Sense of Data: Context Matters, Mathematics Teaching in the Middle School. To draw conclusions from data, we need to understand the context of the data and the measurement units. In 2007, Franklin and colleagues presented the "Guidelines for Assessment and Instruction in Statistics Education (GAISE) Report" to provide teachers with a framework to assist in developing students' investigation of statistical questions in an investigative cycle. Although the role of context and the use of measurement units for data are important components, they continue to be underemphasized in many curricula (Franklin et al. 2007). Are teachers providing opportunities for students to engage in this type of reasoning? Too often, the answer is "no." The Common Core State Standards for Mathematics (CCSSM) recommends using tasks in which students consider the context and in which measurement units of data align with a sixth-grade standard that encourages "describing the nature of the attribute under an investigation, including how it was measured and its units of measurement" (Common Core State Standards Initiative 2010). Although others (e.g., Groth and Bargagliotti 2012) have provided more recent guidance for teachers on how the GAISE framework can be used to complement the CCSSM's Standards, more attention is still needed concerning the role of context and measurement units that can support students' statistical reasoning. This article discusses how data collected from a personal information survey provides students such an opportunity to reason about data by considering the units of measurement and reasonable values within a context. [More] Descriptors: Context Effect, Mathematics Instruction, Statistics, Grade 6
(2013). It Takes a Network: One Curriculum Leader Implements the Common Core High School Mathematics Standards, ProQuest LLC. This qualitative study was conducted for the purpose of determining whether a district mathematics curriculum leader's social network advanced the implementation of the high school mathematics Common Core State Standards (CCSS) (CCSSI, 2012c). The qualitative data was collected through an interview, a hand-drawn network map, observations, and document reviews. The network map underwent an egocentric analysis. The results revealed that the district mathematics curriculum leader's network advanced the high school mathematics Common Core State Standards (CCSSI, 2012c) implementation reform effort by working interdependently, not in isolation with other mathematics teachers; fostering independence and innovation in professional learning; and having inclusive influences in the network. [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: Academic Standards, State Standards, Secondary School Mathematics, High Schools
(2011). Accelerating the College and Career Readiness of Vermont's Students. Vermont is in the process of transitioning to new English language arts and mathematics standards that will better prepare students to be successful in college and their careers. Time, effort, and resources must be dedicated to effective implementation in order to realize the promise of these new common core state standards. This paper captures the progress made by Vermont in adopting both the common core state standards, subsequent work in ensuring those standards are accompanied by college- and career-ready assessments, and the potential benefits of preparing all students for success in college and a career. [More] Descriptors: State Standards, Academic Standards, College Preparation, Career Development
(2013). Supporting Students' Movement up the Staircase of Text Complexity, Reading Teacher. Standard 10 of the Common Core State Standards attends to students' capacity with complex text. This standard distinguishes the Common Core State Standards from previous standards documents. This article describes a process–the Text Complexity Multi-Index (TCMI)–that supports teachers in studying texts to support their students in increasing capacity with complex text. The TCMI addresses the three prongs of the text complexity triad identified by the CCSS: quantitative, qualitative, and reader-task. As teachers apply steps of the TCMI process, they become increasingly knowledgeable about the features of texts that can create challenges for students and those that provide the content of lessons that support students in reading increasingly more complex texts across their school careers. [More] Descriptors: State Standards, Academic Standards, Readability, Difficulty Level