Bibliography: Common Core State Standards (page 035 of 130)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Common Core State Standards Initiative, Terri L. Kurz, Council of Chief State School Officers, Diane Stark Rentner, Isabel Hilliger Carrasco, Patrice Izard, Martha James-Hassan, Alejandra Serrano, Jacob Paul Eubanks, and Nancy Thompson Smith.

Rentner, Diane Stark; Ferguson, Maria (2014). A Research Agenda for the Common Core State Standards: What Information Do Policymakers Need?, Center on Education Policy. This report looks specifically at the information and data needs of policymakers related to the Common Core State Standards (CCSS) and the types of research that could provide this information. The ideas in this report were informed by a series of meetings and discussions about a possible research agenda for the Common Core, sponsored by the Center on Education Policy (CEP) at The George Washington University, and attended by representatives of education policy organizations, researchers, and other key stakeholder groups. The conversations at the meetings yielded four areas of policy-related research that were determined to be needed in the next year: (1) case studies of successful implementation of the CCSS; (2) studies of state and local CCSS outreach strategies; (3) studies of state education agency capacity to lead the CCSS implementation; and (4) analyses of the impact of federal education requirements on CCSS implementation. This paper examines each area in detail. [This report was written with the assistance of Nancy Kober.]   [More]  Descriptors: Academic Standards, State Standards, Alignment (Education), Educational Policy

Common Core State Standards Initiative (2010). 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. The text samples presented in this document primarily serve to exemplify the level of complexity and quality that the Standards require all students in a given grade band to engage with. Additionally, they are suggestive of the breadth of texts that students should encounter in the text types required by the Standards. The choices should serve as useful guideposts in helping educators select texts of similar complexity, quality, and range for their own classrooms. They expressly do not represent a partial or complete reading list. [For the main report, see "Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects" (ED522008). For additional appendixes to the main 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); and (2) "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: Electronic Publishing, Poetry, Fiction, Oral Reading

Achieve, Inc. (2010). Comparing the Common Core State Standards in Mathematics and NCTM's "Curriculum Focal Points". Achieving the Common Core. Through the Common Core State Standards (CCSS) Initiative, states and territories have collaborated in the development of a common core of standards in English Language Arts and mathematics for grades kindergarten through twelve that are now being adopted by states. Designed not only for the purpose of providing strong, shared expectations, the Common Core State Standards will also allow adopting states to collectively create and share high-quality tools such as assessments, curricula, instructional materials (such as textbooks and software), and professional development programs. As educators and policymakers review the CCSS in mathematics, they will want to consider the way these new standards compare to, and build on, existing standards in mathematics. This brief describes the comparison between the CCSS and the National Council of Teachers of Mathematics (NCTM) "Curriculum Focal Points".   [More]  Descriptors: State Standards, Mathematics Achievement, Comparative Analysis, National Standards

McLaughlin, Milbrey; Glaab, Laura; Carrasco, Isabel Hilliger (2014). Implementing Common Core State Standards in California: A Report from the Field, Policy Analysis for California Education, PACE. In this report, the authors present some initial findings on the early implementation of Common Core State Standards (CCSS) in California. They report on their interviews with educators in all regions of the state, and on their views of how implementation is proceeding in their schools and districts. The authors then review some of the key challenges that local educators identified as they moved forward with CCSS implementation, and highlight areas where districts, schools, and counties will require more or different support as they continue their implementation efforts. The report concludes with some observations on the current state of implementation in California, and what it will take to ensure that implementation of the CCSS leads to lasting improvements in the quality of teaching and learning in California's schools.   [More]  Descriptors: Common Core State Standards, Program Implementation, Interviews, Performance Factors

Koning, Erin; Houghtby, Beth; Izard, Patrice; Schuler, Jennifer (2014). Forging Ahead! Teachers Reflect on the Early Adopter Program to Implement the Common Core State Standards, Journal of Adolescent & Adult Literacy. This "water cooler" column features e-mail conversations between Erin Koning and three teachers–Beth, Jenna, and Patrice–and is a reflection of their participation in a Chicago Public School (CPS), professional development series designed to support the implementation of the Common Core State Standards (CCSS) in grades K-12. At the beginning of the 2011 school year, CPS launched the Early Adopter Professional Development Workshop, and 64 schools across the district were selected to begin the implementation of the CCSS for all grades at each school. Schools were selected through a survey process using criteria designated by the Department of Literacy (DOL), Chicago Public Schools (CPS). The purpose of the Early Adopter Program was for CPS teachers to build instructional plans that were aligned to the CCSS in literacy so that all CPS teachers had a resource from which to draw as they began their own work planning CCSS aligned to the curriculum.   [More]  Descriptors: State Standards, Electronic Mail, Public School Teachers, Teacher Attitudes

Kurz, Terri L.; Serrano, Alejandra (2015). Let's Get Movin', Teaching Children Mathematics. To support students' development of concepts in mathematics, the use of technology is often encouraged (Common Core State Standards Initiative [CCSSI] 2010). Technology can contextualize learning and provide a meaningful setting for mathematical ideas. Most teachers are supportive regarding the use of technology to encourage learning and understanding in mathematics. However, using technology can present many challenges. Particularly, technology training is not as strong as it could be in supporting teachers' growth and ability to create lessons, and most teachers would like support in using technology in the classroom. To address this concern, this article presents a guide for an activity using graphing calculators and Calculator-Based RangerâÑ¢ 2 (CBR) as the technology to support understanding of position/time graphs with preservice elementary school teachers. This activity supports a grade 6 standard from the Common Core State Standards for Mathematics (CCSSM) that encourages students to see the relationship between variables in real-world situations. Students should "analyze the relationship between the dependent and independent variables using graphs and tables". This activity allows students to experience how their distance from the CBR (dependent variable) changes the graph as related to time (independent variable). CBRs are sonic motion detectors designed to be used with graphing calculators (specifically the TI-83 Plus and the TI-84) and can collect data on motion, including distance, velocity, and acceleration. Additionally, one of the preservice teachers taught the same lesson individually to a fifth-grade student who sometimes struggles in mathematics. The teacher's reflections are included. A bibliography is included.   [More]  Descriptors: Mathematics Instruction, Mathematical Concepts, Concept Formation, Teaching Methods

Eubanks, Jacob Paul (2014). Potential Ramifications of Common Core State Standards Adoption on Information Literacy, Communications in Information Literacy. As of this writing, 45 United States and four territories have adopted the Common Core State Standards (CCSS). The quick implementation on the part of state policymakers is a marked response to the growing demand for career and college ready high school graduates. Current figures suggest that over the next 15 years the need for post-secondary educated workers will out-pace the graduation rates of post-secondary institutions (Carnevale, 2010, p.16). Among the many expectations of this growing workforce is more information literate employees. This literature review explores the reasoning behind the shift to common educational standards and asks the questions: What potential is there for the CCSS to affect the information literacy skills of K-12 students and what ramifications might this have on post-secondary information literacy instruction?   [More]  Descriptors: Common Core State Standards, Information Literacy, Adoption (Ideas), Literature Reviews

James-Hassan, Martha (2014). Common Purposes: Using the Common Core State Standards to Strengthen Physical Education Instruction, Strategies: A Journal for Physical and Sport Educators. In a climate of high stakes testing in education in America physical education is an oft-overlooked content area. As physical educators, however, we know the value that we have in the educational lives of our students. Instruction in our content area is engaging and immediately applicable to the "real world." The skills and concepts that comprise our content standards are the texts that we instruct around in the gym. Instructing students to rigorously engage with those texts, both cognitively and in the psychomotor domain, supports mastery and application. The Common Core State Standards are not one more thing but rather are a tool that can serve to support learning in our classrooms and help us inform the larger educational community of the academic and wellness benefits of physical education. This article will provide readers a few practical strategies to accomplish the task of instructional improvement through the Common Core.   [More]  Descriptors: Physical Education, State Standards, Academic Standards, Curriculum Development

Smith, Nancy Thompson (2014). Strengthen Your Music Program by Incorporating Aspects of the ELA Common Core State Standards, General Music Today. Implementation of the English Language Arts (ELA) Common Core State Standards (CCSS) reduces the traditional separation between the study of different subjects. Increased focus on nonfiction reading and writing means more incorporation of other content, such as music, into language arts classes. CCSS's emphasis on speaking and writing across the curriculum requires music students to develop their ability to communicate about their art. Critical thinking and cross-curricular learning, components of the CCSS, are already elements of the National Standards of Music Education. Aspects of ELA Common Core instruction can be addressed in, and can support, general music programs without stealing attention from performance goals, such as singing, performing on instruments, or moving to music. Incorporating these elements into music instruction can make students better musicians. Students can develop a deeper understanding of their craft and a greater ability to communicate their musical insights.   [More]  Descriptors: State Standards, Alignment (Education), Music, Music Education

Council of Chief State School Officers (2013). Common Core State Standards: Implementation Tools and Resources. The Council of Chief State School Officers (CCSSO or the Council) developed this list of free tools and resources to support state education agencies, districts, and educators during the process of implementing the Common Core State Standards (CCSS). This document primarily lists resources developed by CCSSO and other leading organizations and is not intended to be a comprehensive list of all available resources. CCSSO does not endorse any for-profit products. This is the fourth edition of this document and was released on May 15, 2013. The resources are grouped into the following categories: (1) About the Standards; (2) Communicating the Common Core; (3) Reviewing Instructional Materials; (4) Instructional Supports; (5) Implementation Planning; (6) Mathematics Common Core Resources; (7) English Language Arts/Literacy (ELA) Common Core Resources; (8) Connecting Career and Technical Education to the Common Core; (9) Connecting English Language Learners to the Common Core; (10) Connecting Students with Disabilities to the Common Core; (11) Defining College and Career Readiness; and (12) Assessment Information.   [More]  Descriptors: Disabilities, State Standards, Vocational Education, Instructional Materials

Nagle, Courtney; Moore-Russo, Deborah (2014). Slope across the Curriculum: Principles and Standards for School Mathematics and Common Core State Standards, Mathematics Educator. This article provides an initial comparison of the Principles and Standards for School Mathematics and the Common Core State Standards for Mathematics by examining the fundamental notion of slope. Each set of standards is analyzed using eleven previously identified conceptualizations of slope. Both sets of standards emphasize Functional Property, Real World Situation, and Linear Constant conceptualizations of slope and describe a similar instructional sequence during the middle grades. However, the elementary and high school standards include differences that reflect alternative approaches to covering key prerequisite notions related to slope and in extending ideas of slope to non-linear functions. Both documents are examined in light of their respective purposes, with careful attention to potentially unintended consequences on the treatment of slope across the curriculum. The findings warrant careful consideration of other key mathematical topics to understand the curricular implications of adopting a new set of standards.   [More]  Descriptors: Academic Standards, State Standards, Mathematical Concepts, Comparative Analysis

Reisman, Abby (2015). Entering the Historical Problem Space: Whole-Class Text-Based Discussion in History Class, Teachers College Record. Background/Context: The Common Core State Standards Initiative reveals how little we understand about the components of effective discussion-based instruction in disciplinary history. Although the case for classroom discussion as a core method for subject matter learning stands on stable theoretical and empirical ground, to date, none of the research on classroom discussion has examined whole-class text-based discussion in secondary history classrooms. Purpose: This study explored how teachers and students in five 11th-grade classrooms participated in whole-class discussion, using intervention materials designed to promote text-based disciplinary discussion. Analysis of videotaped instruction sought to (a) determine the degree to which the instructional materials fostered disciplinary discussion about texts, and (b) analyze teacher talk moves that characterized effective facilitation of such discussions. Research Design: This qualitative study was embedded in a larger quasi-experimental curricular intervention that found treatment effects on factual recall, historical thinking, and general reading comprehension. In this paper, we analyze classroom videos from five treatment classrooms taken over the course of the six-month intervention. Each teacher was videotaped once per week, for a total of 20 videotaped lessons per teacher. Findings/results: Analyses showed that disciplinary discussion was surprisingly rare, and discussion that promoted historical understanding even rarer. Discussions that were most successful in deepening students' historical understanding were characterized by talk moves that drew students' attention to the text, and that stabilized the historical content. Conclusions/Recommendations: The study has implications for teacher preparation focused on implementation of Common Core State Standards as well as for teacher training in domain-specific core practices.   [More]  Descriptors: History, History Instruction, Secondary Education, Discussion (Teaching Technique)

Achieve, Inc. (2010). Comparing the Common Core State Standards in Mathematics to California and Massachusetts Standards. Achieving the Common Core. Through the Common Core State Standards (CCSS) Initiative, states and territories have collaborated in the development of a common core of standards in English Language Arts and mathematics for grades kindergarten through twelve that are now being adopted by states. Designed not only for the purpose of providing strong, shared expectations, the Common Core State Standards will also allow adopting states to collectively create and share high-quality tools such as assessments, curricula, instructional materials (such as textbooks and software), and professional development programs. As educators and policymakers review the CCSS in mathematics, they will want to consider the way these new standards compare to, and build on, existing standards in mathematics. This brief describes the comparison between the CCSS and the standards of two states that have been leaders in mathematics education: California and Massachusetts.   [More]  Descriptors: Mathematics Education, State Standards, Academic Standards, Comparative Analysis

Achieve, Inc. (2010). Comparing the Common Core State Standards in Mathematics and the NAEP Framework. Achieving the Common Core. Through the Common Core State Standards (CCSS) Initiative, states and territories have collaborated in the development of a common core of standards in English Language Arts and mathematics for grades kindergarten through twelve that are now being adopted by states. Designed not only for the purpose of providing strong, shared expectations, the Common Core State Standards will also allow adopting states to collectively create and share high-quality tools such as assessments, curricula, instructional materials (such as textbooks and software), and professional development programs. As educators and policymakers review the CCSS in mathematics, they will want to consider the way these new standards compare to, and build on, existing standards in mathematics. This brief describes the comparison between the CCSS and the National Assessment of Educational Progress (NAEP) Framework. Standards for Understanding Fractions, CCSS and NAEP Framework Compared is appended.   [More]  Descriptors: Textbooks, State Standards, National Competency Tests, Instructional Materials

Achieve, Inc. (2010). Comparing the Common Core State Standards and Singapore's Mathematics Syllabus. Achieving the Common Core. Through the Common Core State Standards (CCSS) Initiative, states and territories have collaborated in the development of a common core of standards in English Language Arts and mathematics for grades kindergarten through twelve that are now being adopted by states. Designed not only for the purpose of providing strong, shared expectations, the Common Core State Standards will also allow adopting states to collectively create and share high-quality tools such as assessments, curricula, instructional materials (such as textbooks and software), and professional development programs. As educators and policymakers review the CCSS in mathematics, they will want to consider the way these new standards compare to, and build on, existing standards in mathematics. This brief describes the comparison between the CCSS and Singapore's Mathematics Syllabus.   [More]  Descriptors: Student Evaluation, Textbooks, State Standards, Instructional Materials

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