This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Mark LaVenia, Audrey Bartholomew, Paul A. Asunda, Nancy L. Cooke, Alisa Leckie, Laura Pendergast, Elina Saeki, Todd H. Sundeen, Michelle L. Cantin, and Kimberly Anderson.
(2014). Voter Perceptions: Common Core State Standards & Tests. Since June 2010, 46 states and Washington DC have adopted the Common Core State Standards (CCSS)–K-12 standards in mathematics and English language arts/literacy developed through a multi-state initiative led by the National Governors Association and the Council of Chief State School Officers. Implementation of the standards is underway in all of these states with 35 states planning to have fully implemented the standards by the end of the 2013-14 school year, and the remaining 11 states with plans for full implementation by the end of the 2014-15 school year. The new CCSS-aligned common assessments currently under development and being field tested this spring will be ready for full administration in the 2014-15 school year. These standards and assessments will impact students in K-12 public schools across the United States and the educators teaching in those schools. Through nationally commissioned polling, Achieve has been monitoring voter awareness and support for the CCSS. The first national poll was conducted in August 2011, the second poll was conducted in May 2012, and this third poll was conducted in November 2013. This report evaluates the results of these polls and highlights key findings. [More] Descriptors: State Standards, Academic Standards, Reading Achievement, Educational Assessment
(2015). Potential Psychosocial and Instructional Consequences of the Common Core State Standards: Implications for Research and Practice, Contemporary School Psychology. Despite the recent rollout of the Common Core State Standards (CCSS), CCSS-aligned assessments, and test-based teacher evaluation systems, questions remain regarding the impact that these accountability policies will have on teachers and students. This article discusses the psychosocial and instructional consequences of test-based accountability policies and the role that school psychologists may have in supporting schools and teachers. Research on the influence of high-stakes testing and accountability practices on teacher well-being and stress is first reviewed. Then, research on the use of counterproductive instructional practices and the impact of these counterproductive instructional practices on student learning, test performance, and educational advancement is discussed. School psychologists may provide leadership, consultation, and support to assist schools and teachers in promoting student learning and addressing expected and unexpected challenges faced by the new policies and practices resulting from the CCSS and CCSS-aligned assessments. [More] Descriptors: State Standards, Academic Standards, Accountability, Educational Policy
(2015). The Common Core State Standards Initiative: An Event History Analysis of State Adoption, American Journal of Education. Today, with states' near-universal adoption of the Common Core State Standards, the political system has achieved that which was not possible less than 2 decades ago. Just why this is so remains unanswered. Some observers have attributed states' embrace of the standards to the substantial financial incentives that the federal government embedded in its $4.35 billion Race to the Top initiative. Despite these perceptions, little is known about states' adoption and the degree to which federal incentivization conditioned their decisions. Using an innovation diffusion conceptual lens and event history analysis, we test the influence of states' aspiration for Race to the Top funds, controlling for a set of other predictors typically correlated with states' decisions to undertake policy adoption. [More] Descriptors: State Standards, Adoption (Ideas), Politics of Education, Educational Policy
(2015). Examining English Language Arts Common Core State Standards Instruction through Cultural Historical Activity Theory, Education Policy Analysis Archives. The English Language Arts Common Core State Standards and corresponding assessments brought about many changes for educators, their literacy instruction, and the literacy learning of their students. This study examined the day-to-day literacy instruction of two primary grade teachers during their first year of full CCSS implementation. Engestr?m's Third Generation Cultural Historical Activity Theory is utilized as both a theoretical framework and a method for analysis to provide a rich description of the complex environment in which literacy instruction and learning occur. The ELA standards functioned as the primary objects of literacy instruction and literacy learning activities are discussed within the context of the larger cultural framework where the teachers interpret and implement these standards. Findings from this study illuminate the complex and interrelated influences of ELA CCSS, and reveal the power of the individual teacher in constructing the literacy learning opportunities. [More] Descriptors: Academic Standards, State Standards, Alignment (Education), Language Arts
(2016). Moving Math in the Write Direction, Teaching Children Mathematics. Communication is a critical skill for students to possess in preparation for college and their future careers. One way for students to communicate their ideas in all content areas is through writing. The English language arts portion of the Common Core State Standards (CCSSI 2010a) specifically states that students need to understand perspectives other than their own and comprehend, critique, and share their thinking through writing. Similarly, the Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010b) calls for students to convey their mathematical ideas and understandings of concepts to their peers and to their teachers. Using writing as a communication medium helps students develop not only their English language arts skills but also their mathematical competencies. When writing, students must articulate their thoughts and put them in print, a process that ultimately helps them evaluate themselves as learners. The process of writing emphasizes gathering, organizing, revising, and clarifying thoughts, all of which endeavor to fulfill the Common Core's Standards for Mathematical Practice (SMP), particularly the third one, which emphasizes fashioning valid arguments while considering and critiquing others' rationalizations (2010b). Writing also can serve as a platform for students to convey their reasoning in a clear, organized manner. CCSSM as well as accompanying assessments set forth such expectations for students. These related assessments require students to do more than simply select one response from multiple-choice questions. Rather, students are asked about their reasoning and are obligated to convey this in writing. In this article, the authors present the use of debate journals as an innovative way to encourage students to construct mathematical arguments as well as examine and critique others' mathematical thinking. [More] Descriptors: Mathematics Instruction, Communication Skills, Content Area Writing, Common Core State Standards
(2015). Integration of the Common Core State Standards into CTE: Challenges and Strategies of Career and Technical Teachers, Career and Technical Education Research. In recent years, conversations about the importance of education standards in our school systems have intensified. Common Core State Standards (CCSS) are being implemented across most of the country. The standards require a major shift in instruction and the needed supports really are not there. This study investigated the common barriers, challenges, practical strategies, and supporting examples of what teachers were doing to integrate the CCSS into Career and Technical Education curricula. A survey research design investigated 44 career and technical teachers' experiences with the CCSS. Findings for this study raise further questions with regard to understanding and implementation of the CCSS into the K-12 curriculum. These are, (a) what kind of formative assessment practices can help teachers align and measure their implementation of the CCSS into their teaching? and (b) how does the implementation of the CCSS into the curriculum increase student achievement? [More] Descriptors: Common Core State Standards, Career Education, Technical Education, Barriers
(2016). Teaching Students to Compose Informational Poetic Riddles to Further Scientific Understanding, Reading Teacher. In most elementary schools, students spend more time reading and writing narrative texts and less time with informational texts. Yet, the Common Core State Standards advocate that informational texts comprise nearly half of K-8 students' entire academic reading, including content areas like science and social studies. The authors propose remixing informational writing with literature, new literacies, and scientific content as a way to mitigate the divide between narrative and expository texts. This article describes an instructional approach for integrating informational reading and writing with scientific content knowledge by: (1) reading and analyzing mentor texts, (2) furthering scientific understanding through Internet Workshops and (3) teaching students how to interpret and transform scientific content by composing informational poetic riddles, or as students prefer to call them, "What Am I?" riddles. This instructional approach can serve as a model and scaffold for teachers to use with other integrated units and Internet Workshops. [More] Descriptors: Scientific Literacy, Science Education, Poetry, Teaching Methods
(2016). Dive into the Deep End: Anchor Texts Build Understanding of Complex Ideas, Journal of Staff Development. In 2014, instructional coaches Katrina Litzau and Vicki Murray designed professional learning to support teachers and principals in developing a deeper understanding of the cognitive processes of leadership. Steeped in the Common Core State Standards and building on quality literacy instruction, they designed the professional learning based on anchor texts. The anchor text process focuses learning on a central theme by using one text as an anchor and supplementing with other readings or video clips. "The idea behind an anchor text is that it serves as a foundational text along with other texts that can be used to enhance complex thought around critical themes," Litzau and Murray (2014) write. Teachers, instructional coaches, and administrators from Adams 12 Five Star School District in Thornton, Colorado, participated in the professional learning, and it is their work that serves as the centerpiece for this article. [More] Descriptors: Professional Continuing Education, Faculty Development, Training Methods, Text Structure
(2015). Effects of Teaching Self-Determination Skills Using the Common Core State Standards, Education and Training in Autism and Developmental Disabilities. Research has indicated students can learn both transition planning and a wide variety of academic skills; however, due to recent legislation and the widely adopted Common Core State Standards, transition planning skills are sometimes being de-emphasized in favor of academic instruction. This study used a multiple probe across participants design to examine the effects of teaching both post-school options instruction and presentation skills instruction in the same lessons on students' ability to deliver presentations on their post-school goals. Data indicate students were able to improve their ability to deliver presentations on their post-school goals; however, only one participant improved his ability to apply knowledge of post-school options. Maintenance data indicate all three students were able to maintain their ability to deliver their post-school goal presentation, while generalization data indicate two of the three students were able to deliver their presentation in an informal transition planning meeting. [More] Descriptors: High School Students, Developmental Disabilities, Intellectual Disciplines, Autism
(2010). A First Look at the Common Core and College and Career Readiness. Forty-one states have adopted the Common Core State Standards. Now, implementing the Standards–to realize their purpose of increasing the college and career readiness of high school graduates–takes on primary importance. This transition to implementation introduces a number of challenging questions: What is the baseline of student performance on the Common Core State Standards, and what reasonable expectations should individuals hold for students moving forward? What does student college and career readiness look like today through the lens of the Standards? This report offers a first look at student performance relative to the Common Core State Standards and college and career readiness. This report establishes a baseline of performance on the Standards by using a sample comprising a quarter-million typical high school students, and then discusses how states, districts, and schools can support the implementation of the Common Core State Standards going forward. The period between Common Core adoption and Common Core implementation offers an important opportunity to evaluate and reframe education policy and practice at all levels. This report hopes to provide information that stakeholders can use to understand the current state of college and career readiness of students and to begin implementing programs and policies that best support the Common Core. [More] Descriptors: State Standards, High School Graduates, Career Development, College Preparation
(2015). Writing Instruction for Adolescents in the Shadow of the Common Core¬ State Standards, Journal of Adolescent & Adult Literacy. Current research on instructional practices for secondary student writing reveals little emphasis on compositions requiring analysis, interpretation, and argumentation. Indeed, written expression in English language arts classes is generally confined to writing assignments of very limited length. Additionally, recent efforts for educational reform have led the United States to adopt national academic standards. This article examines the current focus on composition instruction for secondary students as girded by recent influences of the Common Core State Standards and within the context of four teacher surveys that investigated secondary instructional practices for writing. Questions are addressed regarding what and how often students write, influences of standardized testing, instruction for struggling writers, and teacher preparation. Opportunities are described for improving secondary writing instruction while building on the potential effects of the Common Core. [More] Descriptors: Writing Instruction, Adolescents, State Standards, Secondary School Students
(2016). Facilitating Middle Level Pre-Service Teachers' Literacy Integration in Early Field Experiences, Current Issues in Middle Level Education. This study explored how pre-service teachers integrated literacy in middle level social studies. This study was conducted in the context of the Common Core State Standards (CCSS) and their focus on disciplinary literacy, the Council for the Accreditation of Educator Preparation (CAEP) Standards and their focus on rich clinical experiences, and concepts of interdisciplinary and integrated curriculum central to middle level philosophy (NMSA, 2010). Three pre-service teachers in their first extended field practicum took part in this collective case study (Yin, 2009). We identified two key findings. First, these pre-service teachers primarily integrated literacy in ways that were brief, teacher-directed, and sometimes optional for students. Second, and more promising, the pre-service teachers integrated more complex disciplinary literacy tasks when they made connections among literacy strategies, the content, and their students' needs. These more complex literacy tasks often were developed through collaborative, structured conversations between each pre-service teacher and the university supervisor. [More] Descriptors: Middle School Teachers, Preservice Teachers, Social Studies, Literacy Education
(2016). Handwriting Instruction in Elementary Schools: Revisited!, Journal of Occupational Therapy, Schools & Early Intervention. Handwriting is an essential literacy and communication skill developed through a variety of instructional methods in elementary school. This study explored the consistency in handwriting instruction across grade levels in a Midwest public school district 15¬ years after the school initially implemented a uniform handwriting program. Additionally, the influence of the Common Core State Standards and Response to Intervention initiatives on handwriting instruction was reviewed. Participants included classroom teachers and personnel impacting handwriting instruction at the elementary schools. Data were collected using an electronic survey (n¬ =¬ 40) and individual, semi-structured interviews (n¬ =¬ 12). Survey results indicated that while most teachers followed the established guidelines, 24% still used other methods to teach handwriting. Interview themes described complexities of handwriting instruction, plenty of resources, and keeping up with changes. Advocacy for structured handwriting instruction, adequate practice, and application of handwriting during literacy activities continues to be a critical task for school-based occupational therapists. [More] Descriptors: Handwriting, Writing Instruction, Occupational Therapy, Semi Structured Interviews
(2014). Summary Report. State Implementation of Common Core State Standards, Southern Regional Education Board (SREB). Implementation of college- and career-readiness standards is some of the most important work currently underway in states to improve public education and student achievement. This report provides a summary of findings from SREB's research into the efforts of 15 states–12 in the Southern Educational Research Board (SREB) region–to support implementation of the Common Core State Standards. The goal of the research was to document the steps states have taken and to highlight exemplary efforts in order to provide feedback to states to inform their drive for continuous improvement. SREB researchers and consultants reviewed publicly available information on state efforts and conducted extensive interviews with key leaders and educators in each state. This summary report is accompanied by five separate reports that each present detailed profiles of the states' efforts in five related areas: Timeline and Approach to Standards and Assessments (ED559250), Common Core-Aligned Teaching Resources (ED559258), Professional Development (ED559252), Evaluation of Teachers and Leaders (ED559254), and Accountability (ED559256). This Executive Summary presents a synopsis of the findings for each of the five topic areas states need to move their work forward. [More] Descriptors: State Standards, Academic Standards, State Policy, State Programs
(2011). Crosswalk Analysis of Deeper Learning Skills to Common Core State Standards, Educational Policy Improvement Center (NJ1). The Educational Policy Improvement Center (EPIC) conducted a crosswalk between the Deeper Learning Skills (DLS) and the Common Core State Standards (CCSS). The purpose of the crosswalk was to understand the ways in which strategies for deeper learning relate to the CCSS. This comparison was not solely or simply an alignment study, although some elements of content alignment methodology were employed in the first round of reviews. Alignment studies are used to determine matches between sets of standards or between a set of standards and one or more assessments. Because the DLS are not a set of content standards, nor are they an assessment, it is not appropriate to use alignment methodology exclusively when exploring relationships between the DLS and content standard systems such as the CCSS. Overall, findings indicate that the CCSS are a strong foundation for learning and teaching the deeper learning skills as defined by the Hewlett Foundation. Deeper learning skills were consistently identified as being essential contributors to student mastery of the CCSS, even in areas with less than direct correspondence. Appended are: (1) The Common Core State Standards Included in the Crosswalk; and (2) Crosswalk Analysis of Deeper Learning Skills to Common Core State Standards. (Contains 6 tables and 3 footnotes.) [This paper was prepared for the William H. and Flora Hewlett Foundation.] [More] Descriptors: Educational Policy, Academic Standards, State Standards, Alignment (Education)