Bibliography: Common Core State Standards (page 030 of 130)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Heather C. Hill, David D. Paige, Margaret Heritage, Common Core State Standards Initiative, James P. Spillane, Joshua Wilson, Cynthia E. Coburn, Angela Chen, Grant S. Smith, and Glory Tobiason.

Stugart, Melissa (2016). Common Core State Standards Benchmark Assessments: Item Alignment to the Shifts in Tennessee, ProQuest LLC. Our nation is in the midst of one of the largest education reforms in decades centered on the adoption of the Common Core State Standards (CCSS) and aligned assessments. In an era of rising accountability measures and declining literacy proficiency, it is vital to ensure that educational resources, such as benchmark assessments, are appropriately aligned to state education reform movements. The purpose of this study was to use exploratory factor analysis (EFA), classical test theory (CTT), and item response theory (IRT) to consider if factors aligned to the three instructional shifts of CCSS can be confirmed within benchmark assessments designed to measure student progress across three grade levels: 4th, 8th, and 10th. Data samples were specific to a test administered to Tennessee students during the fall and winter of the 2014-2015 school year. The researcher hypothesized it would be more likely that the benchmark items would align more strongly with a four-factor solution because the tests were designed to assess four strands of the CCSS (Language, Reading Informational Text, Reading Literature, and Writing). However, EFA revealed a stronger alignment with a three-factor solution after removal of misfit items using CTT and IRT. Overall, the results were inconclusive and additional study is required to determine if benchmark assessments are being designed to assess not just the CCSS, but the theoretical underpinnings of the standards. Benchmark assessments must align with the CCSS in order to provide the best possible information to aid both student learning and teacher development. [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: Common Core State Standards, Benchmarking, Educational Assessment, Test Items

Graham, Steve; Harris, Karen R. (2013). Common Core State Standards, Writing, and Students with LD: Recommendations, Learning Disabilities Research & Practice. This article examines the Common Core State Standards as they apply to writing and students with learning disabilities (LD). We first consider why the implementation of these standards is advantageous to writing instruction for students with LD as well as the challenges in implementing them. Next, we make the following four recommendations in terms of their implementation: (1) increase general and special education teachers' knowledge about writing development; (2) create a writing environment in which students with LD can thrive; (3) employ evidence-based writing practices in general education classes (where most students with LD are taught); and (4) use evidence-based writing practices effective with students with LD. We conclude by considering research that still needs to be undertaken to help educators maximize the probability that students with and without LD meet the writing benchmarks proposed in these Standards.   [More]  Descriptors: Learning Disabilities, State Standards, Evidence, Writing (Composition)

Möller, Karla J. (2015). Integrating Graphic Nonfiction into Classroom Reading and Content Area Instruction: A Critical Literacy Focus on Selection Issues, Journal of Children's Literature. An understanding of the importance of nonfiction literature in classroom instruction is not new within the field of education. The recent implementation of the Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010) has brought an increased policy focus. The Common Core explicitly calls for extensive use of informational text (i.e.; non fiction) and close reading activities that ask students to attend to textual detail as part of reading comprehension instruction. Fortunately, quite a few thoughtfully-written and captivatingly-drawn graphic non-fiction trade books have been published in recent years that can support Common Core requirements while also engaging students. This article offers guidance on evaluation and selection of graphic nonfiction and multi-format text sets to engage students with history through a critical literacy approach.   [More]  Descriptors: Critical Literacy, Nonfiction, Reading Comprehension, Teaching Methods

Degner, Kate (2015). Flipping Out: Calculating Probability with a Coin Game, Mathematics Teaching in the Middle School. In the author's experience with this activity, students struggle with the idea of representativeness in probability. Therefore, this student misconception is part of the classroom discussion about the activities in this lesson. Representativeness is related to the (incorrect) idea that outcomes that seem more random are more likely to happen. This probability activity builds on students' experience with the common practice of coin flipping. In particular, the activity addresses the grade 7 Common Core State Standards for Mathematics (CCSSM) in probability and statistics (CCSSI 2010). Students calculate the probability of simple and compound events by using an organized list or probability tree. Additionally, the activity provides the opportunity for students to confront potential misconceptions about probability. [Reproducible activity sheets and solutions for Mathematical Explorations are available online at www.nctm.org.]   [More]  Descriptors: Mathematics Education, Mathematics Activities, Probability, Educational Games

Coburn, Cynthia E.; Hill, Heather C.; Spillane, James P. (2016). Alignment and Accountability in Policy Design and Implementation: The Common Core State Standards and Implementation Research, Educational Researcher. Both the Common Core State Standards (CCSS) and recent efforts to hold schools and teachers accountable have been hotly debated among practitioners, policymakers, and the public at large. Much of the debate centers on the merits and demerits of these initiatives and the general approach they represent to reforming teaching and learning. In this article, we focus on a different issue, that is, the opportunity to advance research on policy implementation afforded by the intertwined nature of CCSS and accountability efforts. Arguing that it is essential for stakeholders, regardless of their stance on either reform, to understand whether and how both influence classroom teaching and learning, we outline elements of a research agenda to generate knowledge important to the design of future instructional policies. For this to happen, we argue that an implementation research agenda needs to build on (rather than reinvent) lessons learned from the past quarter century of implementation scholarship on instructional policy. To that end, we review theoretical and empirical insights from implementation research on standards-based reform and outline specific avenues for potential theory testing research on educational policy implementation.   [More]  Descriptors: Alignment (Education), Accountability, Policy Formation, Program Implementation

Mathis, William (2012). Research-Based Options for Education Policymaking: Common Core State Standards, National Education Policy Center. The Common Core State Standards (CCSS) have ardent supporters and strong critics. The actual effect of the CCSS, however, will depend much less on the standards themselves than on how they are used. Two factors are particularly crucial. The first is whether states invest in the necessary curricular and instructional resources and supports, and the second concerns the nature and use of CCSS assessments developed by the two national testing consortia. This paper offers key research points and advice for policymakers.   [More]  Descriptors: State Standards, Educational Policy, Policy Formation, Performance Factors

Paige, David D.; Smith, Grant S.; Sizemore, John M. (2015). Conceptualizing Rigor and Its Implications for Education in the Era of the Common Core, Cogent Education. The adoption of Common Core State Standards in the USA by 46 states and the District of Columbia has provided several new foci for K-12 instruction, not the least of which is the reading and understanding of complex text, a higher order thinking process. Closely associated with this is the notion of rigor, the focus of the present study. As educators who work with administrators and teachers across the country, we have noticed that while there exists a general concern about rigor, there is not a coherent understanding of what it is. As such, there is a need to establish a common understanding of rigor that is useful for school-based personnel. Additionally, we propose that it's important for educators to regularly measure and track rigor as one part of a larger dashboard of quality indicators which can inform school leaders on the educational health of their school.   [More]  Descriptors: Common Core State Standards, Elementary Secondary Education, Difficulty Level, Thinking Skills

Casa, Tutita M. (2015). The Right Time to Start Writing, Teaching Children Mathematics. Communication has long been emphasized in standards-based instruction (NCTM 1991; 2000), yet little distinction has been made between oral and written forms. Nonetheless, both the mathematics and the English language arts Common Core State Standards (CCSS) documents continue to hint at the importance of writing mathematically (CCSSI 2010). The third of the Standards for Mathematical Practice (SMP 3) (CCSSI 2010a) implies that students are expected to write because they are to read others' arguments. The Writing standards (CCSSI 2010b) also call for elementary school students to write across the curriculum, which includes mathematics. Specifically, the English language arts (ELA) standards (CCSSI 2010c) list three writing types. Although narrative writing may be more central to other subjects, the remaining two apply to mathematics. In this article the author offers instructional recommendations based on her experience with mathematical writing in curriculum-development work and guiding writing endeavors.   [More]  Descriptors: Mathematics Instruction, Content Area Writing, Word Problems (Mathematics), Language Arts

Common Core State Standards Initiative (2010). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects ("the Standards") are the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of K-12 standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school. The present work, led by the Council of Chief State School Officers (CCSSO) and the National Governors Association (NGA), builds on the foundation laid by states in their decades-long work on crafting high-quality education standards. The Standards also draw on the most important international models as well as research and input from numerous sources, including state departments of education, scholars, assessment developers, professional organizations, educators from kindergarten through college, and parents, students, and other members of the public. In their design and content, refined through successive drafts and numerous rounds of feedback, the Standards represent a synthesis of the best elements of standards-related work to date and an important advance over that previous work. (Contains 2 footnotes.) [For appendixes to this report, see: (1) "Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Appendix A: Research Supporting Key Elements of the Standards, Glossary of Key Terms" (ED522007); (2) "Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Appendix B: Text Exemplars and Sample Performance Tasks" (ED522010); and (3) "Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Appendix C: Samples of Student Writing" (ED522009).]   [More]  Descriptors: Educational Quality, Core Curriculum, State Standards, Social Studies

Philipp, Randolph A.; Hawthorne, Casey (2015). Unpacking Referent Units in Fraction Operations, Teaching Children Mathematics. Although fraction operations are procedurally straightforward, they are complex, because they require learners to conceptualize different units and view quantities in multiple ways. Prospective secondary school teachers sometimes provide an algebraic explanation for inverting and multiplying when dividing fractions. That authors of this article put forth that this proof may leverage the elegance of algebraic symbolic manipulation, but it does not address the underlying relationships that are so important for learners striving to understand fractions. In this article, the authors walk the reader through a lesson that has been used with prospective elementary and secondary school teachers for the purpose of highlighting key fraction concepts and principles necessary for teachers to understand if they are to support students in becoming mathematically proficient (NRC 2001) in the manner reflected in the Common Core State Standards in Mathematics (CCSSM) (CCSSI 2010).   [More]  Descriptors: Mathematics Instruction, Teaching Methods, Mathematical Concepts, Secondary School Teachers

Joyce, Bruce; Calhoun, Emily (2015). Beyond Professional Development: Breaking Boundaries and Liberating a Learning Profession, Journal of Staff Development. The challenges of implementing the Common Core State Standards and Science Technology, Engineering, and Math (STEM) provide momentum for facilitating teacher learning far beyond the capacity of current formal and informal professional development in most school districts. The implementation of the curricula that substantially increase the learning capacity and achievement of all our children–or the more powerful curricula that will succeed them–require a solid continuing education for educators. Some teachers can manage on their own, but most educators need help from colleagues who are knowledgeable in the new content and processes. This essay discusses how professional learning has evolved, how decentralization made its contribution, and how to break the boundaries of difficult time restraints created long ago in order to allow strong continuing education to emerge.   [More]  Descriptors: Common Core State Standards, STEM Education, Faculty Development, Professional Continuing Education

Brown, Tykier (2016). Teachers' Perceptions of Preparedness Related to National Common Core State Standards for Mathematics, ProQuest LLC. With the adoption of the National Common Core State Standards in Mathematics (CCSSM) in many states and the lack of understanding and strategies to implement the new standards by classroom teachers, implementing effective professional development is vital. The focus of this qualitative case study was to provide insight into elementary school teachers' perceptions of preparedness for implementing the CCSSM after a series of professional development trainings focused on teaching the CCSSM. Qualitative data were obtained from online surveys and six teacher interviews. Survey data collected from volunteers consisting of 29 elementary school teachers ranging from kindergarten through fifth grades revealed that overall, teachers felt prepared to teach the Common CCSSM based on the professional development experiences provided by the district's math coach. The six teachers who participated in semi-structured, in-depth interviews and provided additional insight into their professional development experiences also supported the survey responses related to adequate preparation for lesson planning, math problem solving, instructional strategies, and assessment. Although teachers feel adequately prepared to teach the standards, the study revealed that ongoing professional opportunities are warranted. The current findings indicated the importance of well-designed, ongoing professional development. Sufficient time was also cited as a major concern of the interview respondents. School districts and local schools need to identify training classes and resources intermittently that prepare teachers for each grading period at the elementary level. Recommendations for future research include studies that utilize a similar methodology but include teachers at the middle and high school levels. [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: Common Core State Standards, Teacher Attitudes, Teacher Competencies, Qualitative Research

Heritage, Margaret; Jones, Barbara; Tobiason, Glory; Chang, Sandy; Herman, Joan (2015). Fundamentals of Learning. From the College and Career Ready Standards to Teaching and Learning in the Classroom: A Series of Resources for Teachers, Center on Standards and Assessments Implementation. This publication provides a framework, the Fundamentals of Learning (FOL), to assist teachers in transitioning to the classroom practices called for in the College- and Career-Ready Standards (CCRS). The content of this resource is drawn from leading theory and research about learning and assessment and from an examination of the Common Core State Standards. Since it is the students who actually do the learning, this resource focuses on three fundamental aspects of learning that underpin classroom practice for K-12 students' attainment of the CCRS. The Fundamentals are: (1) Making Meaning; (2) Participating and Contributing; and (3) Managing Learning. This resource is one in a series produced by the Center on Standards and Assessment Implementation. The series' goal is to assist teachers and those who support teachers to plan teaching and learning for diverse learners from the CCRS.   [More]  Descriptors: Fundamental Concepts, Career Readiness, College Readiness, Educational Resources

Erbilgin, Evrim (2015). Scaffolding Conceptual Understanding for Linear Measurement, Teaching Children Mathematics. This article describes a series of two linear measurement activities designed to integrate the related content and processes of Common Core State Standards for Mathematics (CCSSM) into classroom practice using nonstandard units. In the article, nonstandard units refer to same-size, repeatable units (e.g., paper clips, feet) for a specified measure, but they are not part of a consistent system of measurement, and may not be commonly used by most people. The activities focus on three important conceptual foundations in learning to measure: partitioning, unit iteration, and transitivity. The author, an assistant professor in the Department of Elementary Education at Mugla Sitki KoÃßman University in Mugla, Turkey, suggests that teachers integrate nonstandard units into their measurement lessons to scaffold students' conceptual understanding of linear measurement.   [More]  Descriptors: Common Core State Standards, Measurement, Mathematics Instruction, Scaffolding (Teaching Technique)

Troia, Gary A.; Olinghouse, Natalie G.; Mo, Ya; Hawkins, Lisa; Kopke, Rachel A.; Chen, Angela; Wilson, Joshua; Stewart, Kelly A. (2015). Academic Standards for Writing: To What Degree Do Standards Signpost Evidence-Based Instructional Practices and Interventions?, Elementary School Journal. Though writing plays an important role in academic, social, and economic success, typical writing instruction generally does not reflect evidence-based practices (EBPs). One potential reason for this is limited signposting of EBPs in standards. We analyzed the content of writing standards from a representative sample of states and the Common Core State Standards (CCSS) for writing and language to determine to what degree EBPs were signposted, variability of this signposting, and the overlap of practices signposted in states' standards and the CCSS. We found a few practices signposted fairly consistently (e.g., isolated components of writing process instruction) and others rarely so (e.g., use of text models), as well as great variability across standards, with some covering almost half of the EBPs and others far fewer. Only a few states' writing standards overlapped considerably with the CCSS. We discuss the implications of these findings for teacher professional development and for evaluating standards.   [More]  Descriptors: Academic Standards, Writing Instruction, Evidence Based Practice, Common Core State Standards

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