This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Kelley Mayer White, Kristen Srsen Kenney, Amy Hutchison, Elizabeth Edmondson, Linda Remark, Karl Wesley Kosko, Rebecca Woodard, Principal, Jennifer Nigh, and Ian A. G. Wilkinson.
(2011). Accelerating the College and Career Readiness of North Dakota's Students. This paper captures the progress made by North 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
(2017). School Librarians and Open Educational Resources Aid and Implement Common Core Instructional Content in the Classroom, Knowledge Quest. Many educators may view use of Open Educational Resources (OERs) as a new trend that has emerged in various school districts, especially those OERs that are (Common Core State Standards) CCSS-aligned. However, OERs certainly aren't new to education. Many educators have been using these types of materials since the late 1990s (Godwin 2016). Interestingly, there has been increased interest in open education within the last few years because of high–and rising–costs of textbooks and the lack of commercially produced CCSS-aligned material. School librarians are experienced evaluators and curators of content, and, therefore, valuable assets in school districts adopting OERs. School librarians also have the skills to conduct professional development for colleagues facing the sometimes daunting task of integrating OERs into their lesson plans. [More] Descriptors: School Libraries, Librarians, Library Services, Library Materials
(2011). PARCC Model Content Frameworks: Mathematics–Grades 3-11. As part of its proposal to the U.S. Department of Education, the Partnership for Assessment of Readiness for College and Careers (PARCC) committed to developing model content frameworks for mathematics to serve as a bridge between the Common Core State Standards and the PARCC assessments. The PARCC Model Content Frameworks were developed through a state-led process that included mathematics content experts in PARCC member states and members of the Common Core State Standards writing team. The Model Content Frameworks are voluntary resources offered by PARCC to help curriculum developers and teachers as they work to implement the standards in their states and districts. They are designed with the following purposes in mind: (1) Supporting implementation of the Common Core State Standards; and (2) Informing the development of item specifications and blueprints for the PARCC assessments in grades 3-8 and high school. This paper presents the Model Content Frameworks for Mathematics. Appended are: (1) Lasting Achievements in K-8; (2) Starting Points for Transition to the Common Core State Standards; (3) Rationale for the Grades 3-8 Content Emphases by Cluster; and (4) Considerations for College and Career Readiness. (Contains 29 footnotes.) [For related reports, see "PARCC Model Content Frameworks: English Language Arts/Literacy–Grades 3-11" (ED526347) and "Revisions to the PARCC Model Content Frameworks for Mathematics and ELA/Literacy Based on Public Feedback" (ED526349).] [More] Descriptors: Elementary School Mathematics, Secondary School Mathematics, Academic Standards, Grade 3
(2017). Integration and Physical Education: A Review of Research, Quest. The Common Core State Standards Initiative has placed an increased focus on mathematics and English language arts. A relationship between physical activity and academic achievement is evident, but research on integration of academic subjects with physical education is still unclear. This literature review examined databases for the years 2004-2013, focusing on physical education or physical activity and core academic subjects for school-aged youth. 23 studies were found that focused on integration and physical education that met the inclusion criteria. These were from 16 different publication outlets, ranging in research methods, country, and population. This review provides information on the status of integration and physical education. Since classroom teachers are increasingly being encouraged to incorporate core subjects with physical activity into their classes, it would be appropriate for physical educators to understand the desired outcomes of integration of core subjects before attempting its implementation. [More] Descriptors: Physical Education, Literature Reviews, Common Core State Standards, Physical Activities
(2017). Disciplinary Literacy: Just the FAQs, Educational Leadership. One of the most misunderstood parts of the Common Core State Standards is the section on literacy standards for history/social studies, science, and technical subjects. To help reduce some of the lingering confusion about these disciplinary literacy standards, Timothy and Cynthia Shanahan offer responses to a number of Frequently Asked Questions. They address such questions as, Why does the Common Core include disciplinary literacy standards? Don't disciplinary subjects have their own standards already? Isn't disciplinary literacy just a new name for content-area reading? If teachers in science, social studies, and other subjects are teaching disciplinary literacy, what are English teachers doing? and Who is responsible for ensuring that disciplinary literacy is taught? [More] Descriptors: Literacy, History Instruction, Social Studies, Science Instruction
(2017). Mathematical Communication in State Standards before the Common Core, Educational Policy. Mathematical communication has been an important feature of standards documents since National Council of Teachers of Mathematics' (NCTM) (1989) "Curriculum and Evaluation Standards." Such an emphasis has influenced content standards of states from then to present. This study examined how effective the prevalence of various forms of mathematical communication in 2009 state standards documents was in regard to National Assessment of Educational Progress (NAEP) 2009 achievement scores for Grade 4. Analysis suggests mixed results with potential implications as states move toward fully implementing the Common Core State Standards in Mathematics. Specifically, although including language requiring mathematical descriptions from students had a positive effect on Grade 4 NAEP 2009 achievement scores, including language requiring rationales and justifications was not found to have a statistically significant effect. [More] Descriptors: State Standards, Academic Standards, Communication (Thought Transfer), Mathematics Education
(2011). Accelerating the College and Career Readiness of Nebraska's Students. This paper captures the progress made by Nebraska 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). Testing to the Top: Everything But the Kitchen Sink?, Phi Delta Kappan. Two tests intended to measure student achievement of the Common Core State Standards will face intense scrutiny, but the test makers say they will include performance assessments and other items that are not multiple-choice questions. Incorporating performance items on this tests will bring up issues over scoring, costs, and validity. [More] Descriptors: Student Evaluation, State Standards, Test Construction, Intellectual Property
(2015). Teachers' Perceptions about the Common Core State Standards in Writing, Journal of Research in Education. This article describes findings from a survey completed by 250 K-12th grade teachers from eight states (i.e., Kentucky, Minnesota, Michigan, Maine, Delaware, North Carolina, Georgia, and Mississippi) that had fully implemented the Common Core State Standards (CCSS) by spring 2013. The survey was designed to examine teachers' perceptions about their preparedness to teach the CCSS in Writing as well as provide information about what teachers perceived as barriers to implementing the standards, their perceptions of the positive and negative effects of CCSS implementation, and their professional development experiences related to implementing the standards. The results of the analyses indicate that teachers vary in their current level of acceptability regarding the CCSS in Writing according to the grade level they teach, their years of teaching experience, and the amount of professional development they have received. Significant differences were not found between teachers from different geographic settings or between schools with high and low numbers of students receiving free or reduced lunch. Implications for professional development and teacher education are discussed. [More] Descriptors: Teacher Attitudes, Elementary School Teachers, Secondary School Students, Teacher Surveys
(2016). Lessons from Sociocultural Writing Research for Implementing the Common Core State Standards, Reading Teacher. The Common Core State Standards advocate more writing than previous standards; however, in taking a college and career readiness perspective, the Standards neglect to emphasize the role of context and culture in learning to write. We argue that sociocultural perspectives that pay attention to these factors offer insights into how to interpret and implement the Standards in more meaningful ways. This article shares sociocultural research to elaborate on–and, in some cases, contest–the writing and language Standards and to support teachers in three key pedagogical shifts: from "text types and purposes" to genre, from "technology to produce and publish" to new media literacies, and from "conventions and standard English" to asset-based perspectives on grammar and language use. By critically examining both explicit and implied messages in the Standards, we invite educators to interrogate documents and mandates that inform instructional practices, a cornerstone of our profession. [More] Descriptors: Common Core State Standards, Writing Research, Program Implementation, Cultural Relevance
(2014). Finding the Common Ground: A Comparison of Writing Expectations and Outcomes between the Texas Essential Knowledge and Skills and the Common Core State Standards, Texas Journal of Literacy Education. In the Winter 2013 edition of the "Texas Journal of Literacy Education," we announced that a special task force from the TALE board would be sharing the common ground among the Texas Essential Knowledge and Skills (TEKS), Common Core State Standards (CCSS), and the College and Career Readiness Standards (CCRS). In that first edition, we began part one of our four part series by briefly discussing the history of the CCSS and the creation of the TEKS and the CCRS. Here, in part two of the series, we compare these standards by examining the writing standards of the TEKS and the CCSS. [More] Descriptors: Comparative Analysis, Common Core State Standards, Academic Standards, Writing (Composition)
(2017). Reading Fluency and College Readiness, Journal of Adolescent & Adult Literacy. The Common Core State Standards suggest that an appropriate goal for secondary education is college and career readiness. Previous research has identified reading fluency as a critical component for proficient reading. One component of fluency is word recognition accuracy and automaticity. The present study attempted to determine the word recognition accuracy and automaticity indicators for incoming college students and to examine the relationship between oral reading rate and ACT scores. Knowledge of such performance may provide secondary literacy educators with another tool for assessing reading proficiency and college readiness. Eighty-one students were asked to read a college-level narrative passage. Mean student accuracy and automacity scores were determined, as well as correlations between accuracy, automacity, and students' ACT scores. Results suggest a moderate and significant relationship between measures of automaticity and both the ACT reading subtest and ACT composite scores. [More] Descriptors: Reading Fluency, College Readiness, Accuracy, Scores
(2017). Facilitating Mathematical Practices through Visual Representations, Teaching Children Mathematics. Effective use of mathematical representation is key to supporting student learning. In "Principles to Actions: Ensuring Mathematical Success for All" (NCTM 2014), "use and connect mathematical representations" is one of the effective Mathematics Teaching Practices. By using different representations, students examine concepts through multiple lenses. Visual representations are particularly helpful to engage students in mathematical discussion, as they provide visual references and meaningful space for student participation. The Common Core State Standards in Mathematics (CCSSM) (CCSSI 2010) emphasize mathematical practices in children's learning processes in classrooms. These practices seem ambitious and reasonable, but how they come together in classrooms may not be immediately clear. Important aspects of these practices can be effectively facilitated through student discussion of ideas, with careful representations of student ideas. This article presents a set of lesson examples in which effective uses of representations facilitate mathematical practices while first graders solve addition problems using place value. [More] Descriptors: Elementary School Mathematics, Elementary School Students, Grade 1, Mathematics Instruction
(2010). Common Standards for All. About three-fourths of the states have already adopted the Common Core State Standards, which were designed to provide more clarity about and consistency in what is expected of student learning across the country. However, given the brief time since the standards' final release in June, questions persist among educators, who will have the responsibility of employing teaching strategies that meet the standards. The Common Core State Standards Initiative provides responses to questions principals might have about the direction of education standards, the distinction between national and common standards, the common standards adoption process, and how the standards will improve teaching and learning in schools across the country. This article provides an overview of the Common Core State Standards Initiative, explains why the initiative is important, and describes what these common standards mean for students, faculty, and school. [More] Descriptors: State Standards, Teaching Methods, Academic Standards, Standard Setting
(2017). Instructional Frameworks for¬ Quality¬ Talk about Text: Choosing¬ the Best Approach, Reading Teacher. In this article, the authors provide a menu of nine discussion frameworks from which teachers can choose to engage students in collaborative conversations about text in order to foster reading comprehension and address the Common Core State Standards. Some of the frameworks identified in this article are better suited to instructional goals that emphasize acquiring information from a text, whereas others are better suited to goals of adopting a critical-analytic stance toward the text; still others are better suited to goals that require students to respond to literature on an expressive level. The authors describe features of the nine discussion frameworks for teachers to consider when choosing which framework best meets their instructional goals and the needs of their students. [More] Descriptors: Guidelines, Teaching Methods, Common Core State Standards, Student Needs