Bibliography: Common Core State Standards (page 013 of 130)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Richard Beach, Heidi Moisan, Alicia de Gonzalez, Odile Stout, Kathryn V. Drummond, Sean P. Conners, Randy Bomer, Margaret Smith, Mike Schmoker, and Robert S. Siegler.

Gray-Rodriguez, Chrissy (2015). An Art Teacher's Perspective: The Value of Museum Resources to the Common Core, Journal of Museum Education. Visual art teachers have often been the producers and directors of their own curricula, turning to various resources and objectives (local, state, and national) to form their own sets of standards. Common Core State Standards (CCSS) have provided new opportunities to integrate the arts into content-based curricula. The author, a classroom art teacher, describes how museum resources and professional development workshops have helped her not only integrate the arts into core subject lessons, but how to demonstrate evidence of cross-curricular learning, and advocate for the importance of art in teaching critical thinking skills.   [More]  Descriptors: Art Teachers, Art Education, Teacher Attitudes, Museums

Neuman, Susan B.; Roskos, Kathleen (2013). Why Common Core Matters: What Parents Need to Know, Reading Teacher. Adopted by 45 states, the Common Core State Standards are now in full implementation throughout the country. Parents need to be informed about these new rigorous, college-and career-ready standards in order to support their children's learning and development. As critical partners in children's education, this article highlights some of the central features of this new educational reform for parents.   [More]  Descriptors: State Standards, Core Curriculum, Parent Education, Academic Standards

within and beyond the classroom walls to expand the knowledge base, impact their communities, and produce meaningful work. Three principles to drive the design are discussed, along with challenges that continue in design and implementation. How the school library fits in to these CCSS is also discussed.   [More]  Descriptors: State Standards, Academic Standards, Educational Change, Individualized Instruction

Fazio, Lisa K.; Kennedy, Casey A.; Siegler, Robert S. (2016). Improving Children's Knowledge of Fraction Magnitudes, Grantee Submission. We examined whether playing a computerized fraction game, based on the integrated theory of numerical development and on the Common Core State Standards' suggestions for teaching fractions, would improve children's fraction magnitude understanding. Fourth and fifth-graders were given brief instruction about unit fractions and played "Catch the Monster with Fractions," a game in which they estimated fraction locations on a number line and received feedback on the accuracy of their estimates. The intervention lasted less than 15 minutes. In our initial study, children showed large gains from pretest to posttest in their fraction number line estimates, magnitude comparisons, and recall accuracy. In a more rigorous second study, the experimental group showed similarly large improvements, whereas a control group showed no improvement from practicing fraction number line estimates without feedback. The results provide evidence for the effectiveness of interventions emphasizing fraction magnitudes and indicate how psychological theories and research can be used to evaluate specific recommendations of the Common Core State Standards. [This article was published in PLOS ONE, Oct 21, 2016.]   [More]  Descriptors: Educational Games, Computer Games, Fractions, Mathematics Instruction

Hipsher, Christine Anne (2014). Educators' Perceptions Regarding Common Core State Standards and Professional Development, ProQuest LLC. The purpose of this multiple case study was to explore the impact of the implementation of the Common Core State Standards in Georgia K-12 on the professional development needs of educators. Across the United States the enactment of a Common Core State Standards went into effect. The primary goal of the Common Core State Standards movement was to clarify standards. Accordingly, this study reviewed Social Learning Theory and Constructivism. The research questions in this study examined the types of support educators requested. The research conducted in this multiple case study analyzed teachers' perceptions about the implementation of the CCSS and effective professional development practices. Data was collected over a period of a couple months, and transcripts of interviews, focus groups, and reflective journals were analyzed using theme analysis. The overarching themes identified in the study included the frustration that educators felt throughout the implementation year, and the additional support they would like to receive. Recommendations for effective professional development practices included the incorporation of technological resources, opportunities for professional collaboration, respectful use of educators' time, a home school connection, inclusion of all staff working with students in professional development, and a focus on supporting students academically. All information shared with educators was expected to be organized and relevant. The results of this study indicated a need for additional professional development instruction and research. [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: Teacher Attitudes, Common Core State Standards, Professional Development, Case Studies

Zmuda, Allison (2013). CCSS: A Window and Fresh Air for Learning, School Library Monthly. This article describes how the framework of the Common Core State Standards (CCSS) revitalizes the possibilities of how students can collaborate in real time

Maloch, Beth; Bomer, Randy (2013). Research and Policy: Teaching about and with Informational Texts: What Does Research Teach Us?, Language Arts. This column explores the research that investigates teaching children with informational texts, which is a growing concern and focus in Common Core State Standards (CCSS.) The authors highlight empirical data that study the use of informational texts with young learners. The article is foregrounded in four key findings: make the texts available and accessible, create authentic opportunities for engagement, engage students through interactive read-alouds, and employ explicit instruction.   [More]  Descriptors: Literacy, Nonfiction, Access to Information, Learner Engagement

Beach, Richard (2011). Analyzing How Formalist, Cognitive-Processing, and Literacy Practices Learning Paradigms are Shaping the Implementation of the Common Core State Standards, Online Submission. This paper analyzes the influence of three different learning paradigms for learning literacy–formalist, cognitive-processing, and literacy practices–on the implementation of the Common Core State Standards. It argues that the Common Core State Standards are based largely on a formalist paradigm as evident in the emphasis on teaching text structure/genre forms for reading, writing, and speaking/listening. It also notes that much of the analysis of alignment of the Common Core State Standards with state standards (Porter et al., 2011) as well as the development of "learning progressions" is based on cognitivist learning/cognitive stage model paradigms. And, it posits the value of adopting an alternative literacy practice paradigm that focuses on creating authentic contexts for literacy learning. It also cites research on issues about creating false expectations for low-income students in ways that do not serve students' best interests. All of this suggests the need for further research on the implementation of the Common Core State Standards.   [More]  Descriptors: Text Structure, Models, State Standards, Educational Change

Alsup, Janet (2013). Teaching Literature in an Age of Text Complexity, Journal of Adolescent & Adult Literacy. The recently released Common Core State Standards increase classroom emphasis on informational texts in high school and recommend a three-part measurement for text complexity when selecting texts for classroom use. In this commentary I argue that fictional narratives can not only meet these stated criteria for complex texts and result in critical thinking, reading, and writing, but stories can also lead to increased reader engagement and feelings of empathy for others.   [More]  Descriptors: State Standards, Criteria, Reader Text Relationship, Difficulty Level

Conley, David T.; Drummond, Kathryn V.; de Gonzalez, Alicia; Rooseboom, Jennifer; Stout, Odile (2011). Reaching the Goal: The Applicability and Importance of the Common Core State Standards to College and Career Readiness, Educational Policy Improvement Center (NJ1). In June 2010, the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) released the Common Core State Standards[C]. The stated aim of the Common Core State Standards is to define the knowledge and skills students should achieve in order to graduate from high school ready to succeed in entry-level, credit-bearing academic college courses and in workforce training programs (Common Core State Standards Initiative, 2010a). Major questions remain to be answered about these standards, chief among them the degree to which they reflect what is necessary to be ready for college and careers. To help answer this question, the Educational Policy Improvement Center (EPIC) designed and conducted this study. It examines the degree to which the knowledge and skills contained in the Common Core State Standards are applicable to and important for postsecondary readiness. The study suggests that students who are generally proficient in the Common Core standards will likely be ready for a wide range of postsecondary courses, and the more Common Core standards in which they are proficient, the wider the range of postsecondary-level classes they will be ready to undertake. Appended are: (1) Sample Recruitment; (2) Level of Courses; (3) Demographics of the Sample; (4) Summary of ELA and Literacy Applicability Ratings; (5) Individual Ratings for the ELA and Literacy Standards; (6) Summary of Mathematics Applicability Ratings; and (7) Individual Ratings for the Mathematics Standards. Individual chapters contain footnotes.   [More]  Descriptors: Educational Policy, State Standards, Career Readiness, College Readiness

Schmoker, Mike; Jago, Carol (2013). Simplifying the ELA Common Core; Demystifying Curriculum, Kappa Delta Pi Record. The English Language Arts (ELA) Common Core State Standards ([CCSS], 2010) could have a transformational effect on American education. Though the process seems daunting, one can begin immediately integrating the essence of the ELA Common Core in every subject area. This article shows how one could implement the Common Core and create coherent, literacy-rich curriculum across such disciplines as English and language arts, science, math, art, music and other performance-oriented electives.   [More]  Descriptors: State Standards, Language Arts, Program Implementation, Curriculum Development

Moisan, Heidi (2015). Finding Common Ground with the Common Core, Journal of Museum Education. This article examines the journey of museum educators at the Chicago History Museum in understanding the Common Core State Standards and implementing them in our work with the school audience. The process raised questions about our teaching philosophy and our responsibility to our audience. Working with colleagues inside and outside of our organization allowed us to experiment with new approaches to student programming. The workshop "Painted Memories: The Great Chicago Fire" marks our first student program created after the full implementation of the Common Core and is a departure for us with its focus on American art.   [More]  Descriptors: Museums, Common Core State Standards, Workshops, Nonschool Educational Programs

Marrongelle, Karen; Sztajn, Paola; Smith, Margaret (2013). Scaling Up Professional Development in an Era of Common State Standards, Journal of Teacher Education. We describe the process and outcomes of a project aimed at bringing together a set of diverse experts to generate a set of design recommendations for what should be considered when creating, sustaining, and assessing professional development systems to support the Common Core State Standards in mathematics. Although the recommendations were generated in mathematics, the underlying guiding principles for professional development are generalizable to other disciplines. As such, we discuss implications for professional development more broadly.   [More]  Descriptors: State Standards, Mathematics Education, Mathematics Instruction, Professional Development

Goldenberg, Claude (2013). Unlocking the Research on English Learners: What We Know–and Don't Yet Know–about Effective Instruction, American Educator. Challenges are bound to arise as the vast majority of states strive to help English learners meet the Common Core State Standards. In calling for students to read complex texts, these new standards place an even greater emphasis on content knowledge and literacy skills than prior state standards. This review of available research will help educators bolster the efforts of English learners to understand more-demanding academic content as they also learn English.   [More]  Descriptors: English Language Learners, English (Second Language), State Standards, Teaching Methods

Conners, Sean P. (2013). Challenging Perspectives on Young Adult Literature, English Journal. As proponents of the Common Core State Standards (CCSS) publish lists of "Exemplar Texts" that are said to represent the degree of textual complexity appropriate for the different grade levels, and that are overwhelmingly canonical, those who value young adult literature and recognize a place for it in the high school literature curriculum have cause to be concerned. The author uses a "Peanuts" comic strip to demonstrate the literariness of seemingly less- sophisticated texts.   [More]  Descriptors: State Standards, Academic Standards, Adolescent Literature, Readability

Young, Terrell A.; Miner, Amy Baird (2015). Guiding Inquiry with Biography Breaks and the C3 Framework: Can One Person Make a Difference?, Reading Teacher. The purpose of this article is to explore how teachers can use biography breaks to address the National Council of the Social Studies C3 inquiry framework and in the process meet requirements of the Common Core State Standards. We begin by illustrating and explaining biography breaks. Then we introduce the C3 framework and explain as well as demonstrate how reading picture-book biographies can provide engaging contexts for the C3 inquiry process. A fifth grade classroom unit is taken through the entire process; then two shorter illustrations show how teachers of younger grades use biographies to incorporate the C3 inquiry framework with social studies content for their students.   [More]  Descriptors: Common Core State Standards, Biographies, Picture Books, Grade 5

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