Bibliography: Common Core State Standards (page 036 of 130)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Aubrey Scheopner Torres, Jennifer Ford, Afterschool Alliance, Susanna L. Benko, Phyllis Gimbel, Okhee Lee, Martin Chaffee, Alice Wexler, Emily Hodge, and James A. Beane.

accountability systems to determine the effectiveness of teachers, schools, school districts, and states, the Council for Exceptional Children (CEC; 2012) recently published a position paper on "Special Education Teacher Evaluation." This paper emphasizes that gifted education teachers, who also provide more individualized supports and services, are included under the special education teacher umbrella and their evaluation should adhere to the same tenets. These tenets address: (1) systemwide teacher evaluation components; (2) the complex role of the special education teacher; (3) the quality of the measurements; and (4) the professionalism of special education teachers. Professionals in gifted education need to not only use these resources but also identify states that model these tenets of teacher evaluation and include gifted and advanced students in their accountability systems.   [More]  Descriptors: Academically Gifted, Accountability, Student Evaluation, Evaluation Methods

Chaffee, Martin; Gullen, Kristine (2013). Make Room for the Common Core in Every Classroom, Principal Leadership. This article begins by revealing what U.S. secondary school educators think about the Common Core State Standards when they were asked about it at a district professional development session in October 2012. The replies of these educators to the query include "It requires higher-order thinking," "The Common Core starts in 2015," "It has nothing to do with social studies and science," and "We just have to tweak our content a little." The article also discusses how principals can build ownership and support for the Common Core among staff members. A figure lists the instructional and assessment shifts in the Common Core. The article emphasizes that the shifts in teaching and learning that must occur to meet the Common Core State Standards reach far beyond English and mathematics. It states that building ownership for the implementation of the Common Core in every subject takes leadership. Exploring primary source assessments can reveal possible gaps between current practices and upcoming expectations.   [More]  Descriptors: Core Curriculum, Academic Standards, Principals, Secondary School Teachers

Berson, Ilene R.; Berson, Michael J. (2013). Getting to the Core: Using Digital Resources to Enhance Content-Based Literacy in the Social Studies, Social Education. With the implementation of the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects, teachers across the United States are expanding their integrated approach to social studies instruction and literacy studies. They are challenged to infuse text and narratives linked to projects that engage students in reading and writing and that explore topics meaningful to them. In this article, the authors present free, easily accessible, high quality digital resources that enhance content-based literacy in the social studies and highlight exemplary models of integration. Among the many changes accompanying the transition to the Common Core State Standards (CCSS) is a shift toward having students read increasingly complex nonfiction or informational material to "build knowledge, enlarge experience, and broaden worldviews." Identifying appropriate resources has been simplified in recent years with easy web access to lists of books reviewed and recommended by professional associations and agencies. The thematic lists the authors present in this article provide literature recommendations focused on specific social studies topics for children and adolescents. Teachers may draw on these sources and group texts, linking easier texts with challenging ones to build background and individualize resources for students based on text difficulty.   [More]  Descriptors: Social Studies, State Standards, Academic Standards, Learner Engagement

Hodge, Emily; Benko, Susanna L. (2014). A "Common" Vision of Instruction? An Analysis of English/Language Arts Professional Development Materials Related to the Common Core State Standards, English Teaching: Practice and Critique. The purpose of this article is to describe the stances put forward by a selection of professional development resources interpreting the Common Core State Standards for English Language Arts (ELA) teachers, and to analyse where these resources stand in relation to research in ELA. Specifically, we analyse resources written by English educators and/or literacy scholars and by the lead authors of the ELA standards, David Coleman and Susan Pimentel. The visions of "Common Core instruction" forwarded by these resources are sometimes similar, but frequently different. These differences illustrate key tensions between the Common Core authors' interpretation of what current instructional practices are-and how they need to be changed-and the perspectives of others from ELA and literacy. We also consider what these materials imply for teachers' voice and autonomy in educational reform.   [More]   [More]  Descriptors: State Standards, Core Curriculum, English, Language Arts

Gimbel, Phyllis; Mills, David (2013). The Value of Rewriting in Graduate Educator Preparatory Programs, International Journal of Teaching and Learning in Higher Education. The United States is poised to infuse writing into the K-16 curriculum. The Common Core State Standards have been adopted by 46 states and the English Language Arts and Literacy Standards set benchmarks for literacy in history/social studies, the sciences, and technical coursework (Common Core State Standards Initiative, 2010). The purpose of this retrospective, exploratory study is to understand the motivation of a random sample of 50 graduate students enrolled in educator preparatory programs at our state university with regard to why these students chose to rewrite an assignment. More specifically, the research question is: What motivates graduate students enrolled in educational licensure programs to rewrite an assignment and how do such students perceive the input of instructor feedback on their written work? Data were collected via a voluntary, anonymous, student questionnaire. Data analysis was thematic, using rereading to identify themes emerging from the data (Braun & Clarke, 2006). Findings suggest that integrating the teaching of writing into school licensure programs and providing focused, detailed instructor feedback is helpful to guiding students to revise and improve their writing.   [More]  Descriptors: Graduate Students, Teacher Education, Feedback (Response), Writing Skills

Afterschool Alliance (2014). Afterschool and the Common Core State Standards. MetLife Foundation Afterschool Alert. Issue Brief No. 63. The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the first in their latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This series explores afterschool and: the Common Core State Standards, students with disabilities and other special needs, data utilization to improve programming, and keeping children safe and supported. With the goal to equip their students with the knowledge and skills they will need in college and in the workplace, currently 45 states have adopted the Common Core State Standards. As the Common Core begins entering more classrooms across the country, students and parents need additional help to understand the standards and familiarize themselves with the standards, and teachers and schools require additional support to ensure they are able to raise student achievement to meet the standards of the Common Core. Afterschool programs can be–and in many places, already are–an integral source of support for teachers, schools, children and parents. This issue brief discusses assessments of U.S. students' math and reading skills compared to their peers globally, the call for a focus on 21st century skills, the goals of the Common Core to help raise students' ability to complete on a global stage, and the variety of ways afterschool programs are working with students, teachers, and schools to support learning under the Common Core. [For the related reports, see "Afterschool Supporting Students with Disabilities and Other Special Needs. MetLife Foundation Afterschool Alert. Issue Brief No. 64" (ED546847); "Keeping Kids Safe and Supported in the Hours after School. MetLife Foundation Afterschool Alert. Issue Brief No. 65" (ED546850).]   [More]  Descriptors: After School Programs, Academic Standards, State Standards, Middle School Students

Barrett-Mynes, Jennifer (2013). Literacy Instruction in the Wake of Common Core State Standards, ProQuest LLC. As teachers modify their instruction to meet English Language Arts (ELA) Common Core State Standards (CCSS), how do these modifications influence literacy instruction and learning opportunities afforded to students? While the CCSS standardized objectives for literacy instruction, the enacted curriculum is uniquely shaped by teachers and their students (Coburn, 2001; Datnow & Castellano, 2000; Smagorinsky, Lakly, & Johnson 2002). This study describes how two elementary school teachers in one school: (a) perceived the ELA CCSS and their influence on instruction and the enacted curriculum; (b) adapted and aligned literacy instruction to respond to implementation of the CCSS; and (c) created instruction and literacy learning opportunities influenced by the ELA CCSS. To investigate the rich, nested levels of context in which teachers used the ELA CCSS to construct literacy instruction and learning opportunities for children, I applied a sociocultural framework and Engestrom's third generation Cultural Historical Activity Theory (CHAT) model to create a theory-driven description of how teachers approached CCSS implementation and literacy instruction. Case study and CHAT methodologies were used to address the questions focused on instructional implementation of ELA CCSS and literacy learning. I analyzed data from interviews, observations, and documents through grounded theory's constant comparative analysis (Charmaz, 2006) to uncover specific themes related to CHAT. Once I identified activities based on my constant comparison analysis, I performed a CHAT analysis on the selected activities (Yamagata-Lynch, 2010). Findings from this study provide information about the implementation of the ELA CCSS in literacy instruction and the enacted literacy curricula. Findings suggest that multiple levels of context influenced the ELA CCSS implementation, including teachers' perceptions (Coburn, 2001; Maloch & Bomer, 2012). They also suggest that while teachers may teach from a standardized curriculum, the literacy learning opportunities differ in each class (Pacheco, 2010). [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: Elementary School Teachers, Reading Instruction, Literacy, State Standards

Lee, Okhee (2017). Common Core State Standards for ELA/Literacy and Next Generation Science Standards: Convergences and Discrepancies Using Argument as an Example, Educational Researcher. As the Common Core State Standards (CCSS) for English language arts (ELA)/literacy and the Next Generation Science Standards (NGSS) highlight connections across subject areas, convergences and discrepancies come into view. As a prominent example, this article focuses on how the CCSS and the NGSS treat "argument," especially in Grades K-5, and the extent to which each set of standards is grounded in research literature, as claimed. Analysis of both sets of standards and relevant bodies of research literature on argument in ELA/literacy and science education indicates that what counts as argument (i.e., disciplinary norms) and when argument is expected developmentally and whether children are capable of engaging in argument (i.e., developmental progressions) differ substantially and often contradict. Such discrepant information presents a dilemma to practitioners, especially classroom teachers who are faced with the real-time work of resolving these differences in their classrooms. I consider implications for classroom teaching and recommendations for educational policies and research agenda.   [More]  Descriptors: English Instruction, Language Arts, Literacy, Common Core State Standards

Data Quality Campaign (2014). Getting the Facts Straight about Education Data: Common Core State Standards-Associated Assessment Consortia. Safeguarding Data. High education expectations–and the tools to ensure that they are being met–empower educators, students, parents, and policymakers to support student learning and make the best decisions to improve education. Most states have voluntarily adopted the Common Core State Standards to serve as their education expectations. To consistently and transparently measure the skills and knowledge outlined in the standards, many states have opted to join one of two assessment consortia and use the Common Core-aligned assessments they develop. As states choose to participate in these consortia and implement the new assessments, it is important for everyone with a stake in education to understand how the consortia work, what data the assessments collect, and how student privacy is safeguarded. This document dispels the most common myths with concise talking points and related resources.   [More]  Descriptors: State Standards, Consortia, Organizational Theories, Data Collection

Johnsen, Susan K. (2013). Resources for Addressing Assessment and Accountability Challenges in Providing Services to Gifted Students, Gifted Child Today. This column focuses on the challenge of assessment and accountability in providing services to gifted students.The new Common Core State Standards in mathematics and language arts require new assessments for measuring student progress. The gifted field must be a part of the conversation in designing these tools. The National Association for Gifted Children has begun to address this need by publishing two books that focus on using the Common Core State Standards with gifted and advanced students. Each of the books includes one chapter about ways of differentiating assessments to encourage higher level reasoning and creativity. Given that these new assessments will be used in state

Achieve, Inc. (2010). Comparing the Common Core State Standards in Mathematics to the Recommendations of the National Mathematics Advisory Panel. 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 Mathematics Advisory Panel's (NMAP) recommendations found in "Foundation for Success".   [More]  Descriptors: Textbooks, State Standards, Instructional Materials, Kindergarten

Achieve, Inc. (2010). Comparing the Common Core State Standards in Mathematics and Japan's Mathematics Curriculum in the Course of Study. 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 found in the Japanese Mathematics Curriculum in the Course of Study (referred to hereinafter as the "Japanese COS").   [More]  Descriptors: Mathematics Curriculum, State Standards, Foreign Countries, Comparative Analysis

Beane, James A. (2013). Common Core of a Different Sort: Putting Democracy at the Center of the Curriculum, Middle School Journal (J1). Many policymakers, curriculum specialists, teachers and administrators, bloggers and other commentators have raised serious questions about the Common Core State Standards. One set of questions asks whether states and districts have the money for professional development, curriculum materials, planning time, and other logistics that would be needed to implement the standards. Another set of questions ask about the content of the Common Core State Standards Initiative and where it might lead: Is this really what ought to be required of all young people: Is it enough or too much to ask of students? What is it's purpose? Who created it and what was their motivation? Despite the claim that such standards are not "the curriculum" is it possible they could eventually become one by squeezing everything else out just as they have replaced most state standards? The first set of questions is extremely important, as financial issues will probably determine the extent to which these new standards have any chance at genuine implementation. The second set deserves even more attention because requiring anything of "all" young people is a very serious matter involving fundamental questions about what is of crucial importance for them and the larger society.   [More]  Descriptors: State Standards, Academic Standards, Middle School Students, Middle School Teachers

Wexler, Alice (2014). Reaching Higher? The Impact of the Common Core State Standards on the Visual Arts, Poverty, and Disabilities, Arts Education Policy Review. As the common core state standards become reality, teachers have reason for concern. In this article the author outlines the roots of what has been called the corporate reform in education and its effects on the arts, poverty, and disabilities. The financial contributions of the Gates and Broad foundations led to the corporatization and nationwide implementation of President Obama and Education Secretary Duncan's Race to the Top. Teachers' autonomy and intellectual freedom to craft their own curriculum, tests, and assessments are relinquished to the "experts" and testing companies such as Pearson. The author describes how this reform has consequently marginalized the arts and exacerbated the inequities of poverty and disabilities. These populations flourish when engaged in autonomous acts of discovery, experimentation, and hypothetical thinking, all antithetical to the new reform. Rather, passive submission to expository teaching is an inevitability of teaching to the test.   [More]  Descriptors: State Standards, Educational Change, Poverty, Disabilities

Walters, Kirk; Torres, Aubrey Scheopner; Smith, Toni; Ford, Jennifer (2014). Gearing up to Teach the Common Core State Standards for Mathematics in Rural Northeast Region Schools. REL 2015-031, Regional Educational Laboratory Northeast & Islands. This study describes key challenges and necessary supports related to implementation of the Common Core State Standards for Mathematics (CCSSM) identified by rural math educators in the Northeast. The research team interviewed state and district math coordinators and surveyed teachers in Maine, New Hampshire, New York and Vermont, to assess their most pressing challenges and associated needs. Key challenges included time and support for teachers to change their instructional practices to meet the CCSSM, availability of high-quality instructional materials, and opportunities for collaboration. The report was produced in response to input from the Northeast Rural Districts Research Alliance (NRDRA), one of eight research alliances working with REL Northeast & Islands. The following are appended: (1) Data and methodology; (2) State instructional leader interview protocol; (3) District instructional leader interview protocol; and (4) Teacher survey.   [More]  Descriptors: Rural Schools, Mathematics Instruction, State Standards, Mathematics Teachers

Musick, Mark (2010). What Can the Common Core State Standards Initiative Learn from the National Assessment Governing Board?, Thomas B. Fordham Institute. The Common Core State Standards Initiative (CCSSI) is a bit like the underdog candidate who wins the election when few think it possible. "Now what?" is the question facing the surprised victor. With an initial agreement for the Common Core State Standards to be developed, and visible progress toward their development and promulgation, what will happen to those standards and the new assessments meant to be aligned with them? There are many ways to think about "now what" or "what next." One way is to seek lessons from a previous effort that has some similarities to CCSSI. The National Assessment of Educational Progress (NAEP) and its National Assessment Governing Board (NAGB) are an obvious place to look. The fact that some are suggesting that the CCSSI and associated assessments might be assigned, long term, to NAGB to run or oversee makes this an important, as well as obvious, place to look. This paper describes what the Common Core State Standards Initiative can learn from the National Assessment Governing Board.   [More]  Descriptors: State Standards, National Competency Tests, Governing Boards, Academic Standards

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