Bibliography: Common Core State Standards (page 021 of 130)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Kelly Chandler-Olcott, Joachim Agamba, Matthew Frizzell, Alexis Moniz, Susan J. Jenkins, Amanda Corcoran, Clare Papay, Trish Stoddart, William Schmidt, and Timothy Shanahan.

Tolbert, Sara; Stoddart, Trish; Lyon, Edward G.; Solis, Jorge (2014). The Next Generation Science Standards, Common Core State Standards, and English Learners: Using the SSTELLA Framework to Prepare Secondary Science Teachers, Issues in Teacher Education. This article focuses on a critical issue in STEM education: preparing novice secondary school teachers to provide effective science instruction to the rapidly growing population of students from language minority groups who traditionally have been underserved in STEM education and who are underrepresented in STEM degrees and careers (National Academy of Sciences [NAS], 2010; Oakes, Joseph, & Muir, 2004). This issue is both salient and timely. With the coincidence of the implementation of the Common Core State Standards [CCSS] (Common Core State Standards Initiative, 2010) in English language arts and mathematics, and the recently released Next Generation Science Standards (NGSS; Achieve, 2013), science teachers and teacher educators alike are faced with new challenges in regard to the integration of authentic scientific and literacy practices in science classrooms. The authors present an instructional framework (Secondary Science Teaching with English Language and Literacy Acquisition [SSTELLA]) that reflects the reciprocal and synergistic relationships among science, language, and literacy. The authors argue that this integrated model can be infused into secondary teacher preparation in ways that lead to improved teacher practice in terms of teaching English learners (ELs) and improved student achievement in science.   [More]  Descriptors: STEM Education, Academic Standards, Secondary School Teachers, Beginning Teachers

Constable, Susan; Grossi, Barrie; Moniz, Alexis; Ryan, Lynne (2013). Meeting the Common Core State Standards for Students with Autism: The Challenge for Educators, TEACHING Exceptional Children. How can we ensure that students with autism spectrum disorders are provided access to the curriculum that is provided to all students? This article discusses the specific challenges presented by students with autism spectrum disorders that can impact their access to the Common Core State Standards in English Language Arts. Specific evidence-based interventions addressing these challenges are suggested in the hopes that we can ensure a free appropriate public education for all students including students with autism spectrum disorders.   [More]  Descriptors: State Standards, Evidence, Autism, Program Implementation

McMurrer, Jennifer; Frizzell, Matthew (2013). Year 3 of Implementing the Common Core State Standards: State Education Agencies' Views on Postsecondary Involvement, Center on Education Policy. This report, based on a spring 2013 survey of state education agency officials who oversee K-12 education in Common Core-adopting states, describes states' perceptions about the variety of ways in which they are collaborating with their state's postsecondary institutions to prepare for and implement the Common Core State Standards (CCSS). Other topics covered in the report include the role of postsecondary institutions in providing professional development and preparation for current and future educators under the new standards and postsecondary review and use of the CCSS and aligned. Study methods are appended. [This report was written with the assistance of Nancy Kober.]   [More]  Descriptors: State Standards, State Departments of Education, Program Implementation, Postsecondary Education

Cogan, Leland; Schmidt, William; Houang, Richard (2013). Implementing the Common Core State Standards for Mathematics: What Parents Know and Support. Working Paper #34, Education Policy Center, Michigan State University. A wide range of actors will be involved in the implementation of the Common Core State Standards in Mathematics (CCSSM) which has been adopted over the past several years by nearly every state. This represents an unprecedented opportunity to improve U.S. mathematics education and to strengthen the international competitiveness of the American labor force. A set of standards, no matter how outstanding they may be, can only affect the quality of students' education as they are implemented in classrooms. This will require a concerted effort by all stakeholders in the education process including not only education leaders and professionals but students and their parents as well.   [More]  Descriptors: State Standards, Mathematics Education, Program Implementation, Fidelity

Bartholomew, Audrey; Papay, Clare; McConnell, Amber; Cease-Cook, Jennifer (2015). Embedding Secondary Transition in the Common Core State Standards, TEACHING Exceptional Children. Although the college and career readiness movement has propelled schools to further include all students into academic-based courses, students with disabilities continue to need instruction in skills needed for a successful life after school. Research has indicated that it is possible to design instruction to help students acquire skills in both academics and secondary transition areas of life. The two approaches described in this article provide teachers with a starting point on how to do this for a wide range of student needs.   [More]  Descriptors: State Standards, Academic Standards, Career Readiness, College Readiness

Savage, Glenn C. (2016). Think Tanks, Education and Elite Policy Actors, Australian Educational Researcher. The past decade has seen think tanks operate in sophisticated ways to influence the development of education policies. In this paper, I reflect upon the influence of think tanks in the formation of national reform, using the Common Core State Standards initiative in the USA as an illustrative case. In doing so, I explore how certain think tanks, headed by political elites and backed by significant philanthropic funding, have sought to influence the reform initiative. My central argument is that meanings and practices associated with political publics are being transformed as elite policy actors gain influence. Through mobilising significant political and economic power, elites work through think tanks to influence policy debates, re-frame policy problems and advocate for particular policy solutions. The new public formations that are resulting appear to be shifting the conditions of possibility for policy making in education.   [More]  Descriptors: Organizations (Groups), Educational Policy, Policy Formation, Educational Change

Palacios, Moses; Casserly, Michael; Corcoran, Amanda; Hart, Ray; Simon, Candace; Uzzell, Renata (2014). Implementing the Common Core State Standards: Year Three Progress Report from the Great City Schools. Results from 2013-14 School Year, Council of the Great City Schools. Three years ago, the "Council of the Great City Schools" embarked on a multi-year initiative to help its member school districts implement the Common Core State Standards (CCSS). Part of this initiative involves annual surveys of progress urban public school districts were making in implementing the CCSS. With the support of the Bill & Melinda Gates Foundation, this report presents the results from the third year of the project. The survey was sent to curriculum directors, research directors, ELL directors, special education directors, and communication directors between June-August 2014. Received were 59 responses from 39 districts, for a response rate of about 70 percent of CCSS districts. Although this year's response rate was lower than 2013, the report's findings are consistent with previous years. Survey results over the last three years show that districts are making strides toward implementing the Common Core State Standards, but the dimensions of this challenge are great. To continue the momentum, districts will need to redouble their efforts in a number of key areas including: (1) aligning their curriculum with the common core across all grade levels; (2) addressing the learning requirements of students with special needs; (3) helping schools integrate technology into classrooms and prepare for online assessments; (4) measuring implementation success using classroom observations and student work; and (5) more actively informing and engaging parents and the community. The following are appended: (1) Responses to Open-Ended Questions; and (2) Participating Districts.   [More]  Descriptors: State Standards, Academic Standards, Surveys, Public Schools

Senn, Gary J.; McMurtrie, Deborah H.; Coleman, Bridget K. (2013). RAFTing with Raptors: Connecting Science, English Language Arts, and the Common Core State Standards, Middle School Journal (J3). This article explores using the RAFT strategy (Role, Audience, Format, Topic) for writing in science classes. The framework of the RAFT strategy will be explained, and connections with Common Core State Standards (CCSS) for ELA/Literacy will be discussed. Finally, there will be a discussion of a professional learning experience for teachers in which they implemented the CCSS for ELA/Literacy in middle grades science classes. The teachers used RAFT strategies to develop instruction about birds of prey, or raptors.   [More]  Descriptors: Middle School Students, Middle School Teachers, Writing Skills, Writing Across the Curriculum

Chandler-Olcott, Kelly; Zeleznik, John (2013). Narrative Plus: Designing and Implementing the Common Core State Standards with the Gift Essay, Language and Literacy Spectrum. The authors of this article describe their inquiry into implementation of the writing-focused Common Core State Standards in a co-taught English 9 class in an urban school. They describe instructional moves designed to increase student success with an assignment called the Gift Essay, with particular focus on planning and other organizational strategies, use of exemplars, and social interactions of varying kinds. Examples of student work and classroom materials to scaffold high-quality writing are provided. The article concludes with a call for interpreters of the CCSS to embrace a broad conceptualization of genre without stigmatizing personal narrative or insisting on genre purity.   [More]  Descriptors: Academic Achievement, State Standards, Writing Instruction, Grade 9

Shanahan, Timothy (2013). Letting the Text Take Center Stage: How the Common Core State Standards Will Transform English Language Arts Instruction, American Educator. With the Common Core State Standards, instruction in English language arts will dramatically change. Unlike prior state standards, these new standards place a greater emphasis on reading challenging texts. To that end, teachers will need to support students in paying closer attention to such texts. Instead of focusing on pre-reading activities that often have little to do with the text and may inadvertently deprive students of the opportunity to enjoy reading, teachers–thanks to these new standards–will be able to move ideas in both fiction and nonfiction texts back where they belong: at the center of the reading curriculum.   [More]  Descriptors: State Standards, Academic Standards, Language Arts, Reading Instruction

Scholastic Inc. and the Bill & Melinda Gates Foundation (2014). Primary Sources. Update: Teachers' Views on Common Core State Standards. Scholastic and the Bill & Melinda Gates Foundation fielded the third edition of the "Primary Sources" survey of America's teachers in July 2013 (see ED562664). Twenty thousand pre-K through grade 12 public school teachers responded, sharing their perspectives on issues important to their profession, including the Common Core State Standards. The results documented teachers' enthusiasm for implementation of the standards, even as they acknowledged challenges ahead. In July 2014, Scholastic and the Bill & Melinda Gates Foundation invited the same teachers who responded to the 2013 survey, and who teach in the more than 40 states where the Common Core State Standards are being implemented, to take a follow-up survey to indicate how implementation is going in their schools and classrooms. The teachers were also asked what impact, if any, the standards are having on their classrooms, students and families. More than 1,600 pre-K through grade 12 teachers responded from 43 states and the District of Columbia. In the 2014 follow-up survey, key findings include: (1) Teachers are now more likely to report feeling prepared to teach to the Common Core (79% in 2014 vs. 71% in 2013); they are also now more likely to say implementation is going well in their schools (68% in 2014 vs. 62% in 2013); (2) Further, teachers are beginning to see positive changes in their own classrooms, particularly those who have had more experience with the standards; (3) Eighty-four percent (84%) of teachers who have experienced more than one year of full implementation with the Common Core also say they are enthusiastic about the implementation of the new standards; (4) Fewer teachers overall this year than last say that they are enthusiastic about Common Core implementation (68% in 2014 vs. 73% in 2013); teachers are now also more likely to say implementation is challenging (81% in 2014 vs. 73% in 2013); and (5) Teachers continue to need support and resources, identifying Common Core-aligned instructional materials (86%), quality professional development (84%) and additional planning time (78%) and opportunities to collaborate (78%) as critical to ensure successful implementation. An appendix presents survey results, by total.   [More]  Descriptors: Teacher Attitudes, Common Core State Standards, Teacher Surveys, Public School Teachers

Warren, Paul; Murphy, Patrick (2014). Implementing the Common Core State Standards in California, Public Policy Institute of California. The Common Core State Standards (CCSS)–adopted in 2010–are similar to California's current K-12 standards, but their emphasis on conceptual understanding and problem solving will require changes in classroom instruction. California's transition to the CCSS has gotten off to a slow start. Survey data suggest that many teachers will deliver the new standards for the first time in 2014-15–the first year of CCSS-based testing. Like other states, California will probably see a drop in test scores under the new standards. But as the transition continues beyond 2014-15, the hope is that the new standards and tests will create incentives that lead to higher student achievement.   [More]  Descriptors: Common Core State Standards, Program Implementation, Educational Change, Surveys

Tran, Dung; Reys, Barbara J.; Teuscher, Dawn; Dingman, Shannon; Kasmer, Lisa (2016). Analysis of Curriculum Standards: An Important Research Area, Journal for Research in Mathematics Education. This commentary highlights the contribution that careful and systematic analyses of curriculum or content standards can make to questions and issues important in the mathematics education field. We note the increased role that curriculum standards have played as part of a standards-based education reform strategy. We also review different methods used by researchers to compare and analyze the "Common Core State Standards for Mathematics," each method designed for a particular purpose. Finally, we call upon mathematics education researchers to engage in careful analysis of curriculum standards and to share their findings in ways that can inform public debate as well as support education professionals in improving student learning opportunities.   [More]  Descriptors: Curriculum, Academic Standards, Educational Change, Common Core State Standards

Ruchti, Wendy P.; Jenkins, Susan J.; Agamba, Joachim (2013). Critical Supports for Secondary Educators in Common Core State Standard Implementation, Clearing House: A Journal of Educational Strategies, Issues and Ideas. Teacher professional development (PD) is a complex, ongoing challenge as educational systems attempt to deliver excellent programming in pursuit of increased student achievement (Opfer and Pedder 2011). This article examines Idaho Total Instructional Alignment (TIA), a model for teacher PD that is currently being utilized in secondary schools throughout the state of Idaho. The implications of this model for effective guidance and support with implementation of the Common Core State Standards (CCSS), as well as the factors that indicate readiness of secondary teachers for implementation of the CCSS, are explored.   [More]  Descriptors: Secondary School Teachers, State Standards, Academic Standards, Curriculum Implementation

Goble, Pam; Goble, Ryan R. (2016). Making Curriculum Pop: Developing Literacies in All Content Areas, Free Spirit Publishing. From comics to cathedrals, pie charts to power ballads, fashion to Facebook . . . students need help navigating today's mediarich world. And educators need help teaching today's new media literacy. To be "literate" now means being able to read, write, listen, speak, view, and represent across all media–including both print and nonprint texts, such as film, TV, podcasts, websites, visual art, fashion, architecture, landscape, and music. This book offers secondary teachers in all content areas a flexible, interdisciplinary approach to integrate these literacies into their curriculum. Students form cooperative learning groups to evaluate media texts from various perspectives (artist, producer, sociologist, sound mixer, economist, poet, set designer, and more) and show their thinking using unique graphic organizers aligned to the Common Core State Standards. ["Making Curriculum Pop: Developing Literacies in All Content Areas" was developed in partnership with NCTE (National Council of Teachers of English).]   [More]  Descriptors: Media Literacy, Secondary School Teachers, Interdisciplinary Approach, Teaching Methods

Leave a Reply