This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Barbara R. Blackburn, Eli Johnson, Philip Sirinides, Sarosh Syed, Helen L. Burz, John Kendall, Susan Ryan, Michelle Karns, Joellen Killion, and Alan Alpert.
(2013). Is It Truly a Matter of "Dewey or Don't We"?, Knowledge Quest. To some, discussing the demise of the Dewey Decimal Classification (DDC) system is tantamount to blasphemy, while to others it is a discussion long overdue (no pun intended). The author was asked, as an educator of librarians, to present her thoughts on the issue. Her conclusions are based not on thorough scientifically sound research, but rather on discussions she has had with students and with building-level school librarians. What the author discovered is that both the pro- and anti-DDC perspectives use the same reasons for their arguments, namely: easier to keep the collection organized, better information retrieval, and (perhaps most importantly) integrates well with the Common Core State Standards requirements. Additionally, detractors say that DDC is unnecessary in today's school library collections that consist mostly of electronic resources. Those who argue against DDC cite the following issues explained in this article: (1) DDC does not do well in organizing fiction collections; (2) Numbers are difficult to understand and intimidating to the user, thus hindering information retrieval; (3) Electronic resources do not require a place on a shelf; therefore, classification numbers are irrelevant; and (4) DDC does not meet curricular and Common Core State Standards requirements because it does not align with school subjects. The author feels that the bookstore/genre models are great for fiction. Librarians who have made the genre switch for their fiction collections are thrilled with the results. However, in her opinion, for information books and other resources: keep the Dewey. [More] Descriptors: Library Materials, Library Services, Library Development, Organizational Change
(2014). The Effectiveness of Professional Development Using a Checklist of Common Core State Standards for Mathematical Practice for Designing and Delivering Instruction on Algebra I Achievement, ProQuest LLC. This study was designed to determine whether or not the use of focused professional development using a checklist based on the Common Core State Standards Mathematical Practices impacted students' math scores as measured by an assessment that requires the use of the practices. Additionally, the researcher sought to determine whether or not the use of the focused professional development and a checklist impacted teachers' perceived level of understanding and level of comfort regarding the implementation of the Mathematical Practices in their instruction. The methodology used in this study was quantitative and the research design was quasi-experimental. Teachers in the treatment group completed two questionnaires, one administered at the start and at the end of the study. The results of the questionnaires were compared, embedding a small qualitative aspect into this study as the questionnaires contained open-ended questions, and questions relating to the participants' opinions. Additionally, teachers in the treatment group submitted a weekly checklist and a brief reflection detailing the impact of the professional development on their instruction. Testing revealed there was a significant difference between the groups at pre-test and a significant difference between the groups at post-test with the students in the non-treatment group outperforming the students in the treatment group. Questionnaire results provided evidence that the professional development corrected misperceptions that the teachers had and elevated their instruction. This professional development model may be adapted and used in other disciplines as schools examine ways in which they can provide targeted professional development regarding the transition to the Common Core State Standards. [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: Algebra, Mathematics Instruction, Faculty Development, Check Lists
(2012). Implementing the Common Core State Standards in Urban Public Schools–2012. This report represents findings from a survey the Council did in which 36 Council member public school districts responded to questions regarding the implementation of the Common Core State Standards (CCSS). The survey covered a wide range of implementation areas including questions regarding districts' long-term CCSS implementation plans, professional development activities in both English Language Arts & Literacy and Mathematics, strategies on measuring and collecting data on the implementation of the CCSS and communication strategies to inform key community and education stakeholders of their district's Common Core initiative. As school districts are only beginning to implement the Common Core State Standards, this report's findings represent the initial year in an expected trend toward full district-wide implementation. Appended are: (1) Crosstabs between professional development activities in English Language Arts and percentage of school-level staff knowledgeable of instructional implications of the CCSS–2012 (n=31); (2) Crosstabs between professional development activities for the Math CCSS and the percentage of school-level staff able to discuss instructional implications of the CCSS; and (3) Crosstabs between percentage of schools with organizational structures needed to implement the CCSS and the percentage of school level staff knowledgeable about instructional implications of the CCSS–2012 (n=31). [More] Descriptors: State Standards, Stakeholders, Professional Development, Educational Change
(2013). Teacher Analysis of Student Knowledge (TASK): A Measure of Learning Trajectory-Oriented Formative Assessment, Consortium for Policy Research in Education. This interactive electronic report provides an overview of an innovative new instrument developed by researchers at the Consortium for Policy Research in Education (CPRE) to authentically measure teachers' formative assessment practices in mathematics. The Teacher Analysis of Student Knowledge, or TASK, instrument assesses mathematics teachers' knowledge of formative assessment and learning trajectories, important components of the instructional knowledge necessary to teach to the high expectations of the Common Core State Standards (CCSS). The electronic report has three main sections: the first gives an overview of the TASK instrument, the second provides a sample TASK in fractions, appropriate for teachers in grades 3-5, and the third provides an overview of the domains measured by the TASK instrument and reports the results of a major national field trial. These results were collected from five urban and urban fringe districts in five states in the northeast and southern United States. They provide a sense of current teacher capacity to meet the ambitious expectations of the Common Core State Standards in Mathematics. [More] Descriptors: Mathematics Instruction, Student Evaluation, Formative Evaluation, Measures (Individuals)
(2012). Teacher Perceptions of the Common Core State Standards, Online Submission. The Common Core State Standards Initiative is the latest development in a long history of standards-based-reform in the United States. As of November 4, 2011, 46 states and the District of Columbia have adopted new curricular standards, called the Common Core State Standards (CCSS). These states and the District of Columbia are now implementing the CCSS and developing a new assessment system to measure student proficiency at those new standards. This study used a survey and interviews to gather teachers' perceptions of CCSS along with their perceptions about the forthcoming, associated assessment system. The sample consisted of teachers from three elementary schools, two middle schools, and one high school located throughout two neighboring school districts. Though teachers welcomed any improvement that the CCSS would bring to the status quo, they were still mostly apprehensive because they perceived that the CCSS would still retain many of the problems of current and past standards-based-reform efforts. Teachers ultimately exhibited a limited optimism and held modest expectations. Implications for how these perceptions of the CCSS will bear upon their outcome are discussed. Recommendations for how to proceed with education policy are also offered. Two appendixes present: (1) Survey Questions; and (2) Interview Protocol. [More] Descriptors: State Standards, Academic Achievement, Educational Change, Teacher Attitudes
(2013). Leading Schools through Major Change, Principal Leadership. Changing even the smallest things in schools is hard–just ask any principal who has overseen a rescheduling of bus routes. So imagine the difficulty of getting a school to move its curriculum and instruction from familiar learning requirements to brand-new nationwide standards. Yet this is exactly the sort of change public schools in 45 states and the District of Columbia have embarked upon: jettisoning existing standards in favor of the Common Core State Standards. Many educators approve of the Common Core; the standards have won the backing of 75% of the nation's teachers, according to a recent poll by the American Federation of Teachers (2013). Still, many fear the road to get there. The same poll also found that 72% of teachers believe that they lack the resources necessary to prepare for the change. What does this mean for principals, who, as research confirms, are central to improving schools? One answer may be found in the Wallace Foundation's January 2013 report, "The School Principal as Leader: Guiding Schools to Better Teaching and Learning," which identifies five practices that are key to effective school leadership. In this article, the author describes each of the five practices and how the Wallace Foundation's research can empower principals to effectively implement the Common Core State Standards. [More] Descriptors: Principals, Administrator Effectiveness, Leadership Effectiveness, Educational Change
(2012). State Adoption of the Common Core State Standards: The 15 Percent Rule, Mid-continent Research for Education and Learning (McREL). The purpose of this project is to identify how entities who have adopted the Common Core State Standards (CCSS) are addressing this option to add content to the standards. This report describes the policy decisions of adopters on the "15 percent question" as well as reports on and lists any such additional standards they have identified thus far. McREL discussed the adoption with representatives of six adopting state departments of education in the Central Region over the last several months and learned that how others have addressed this option is of interest. As additional states consider the question of whether they should add state material to the Common Core State Standards, this report may aid their considerations. Lists of state standards documents reviewed and sources consulted are included. Appended are: (1) Profiles of the 15 Percent Decision for States who Have Chosen to Add Content; (2) Math Content Added by States to the CCSS; and (3) English Language Arts Content Added by States. [More] Descriptors: Academic Standards, State Standards, Mathematics Instruction, Mathematics Achievement
(2012). Rigor Made Easy: Getting Started, Eye on Education. Bestselling author and noted rigor expert Barbara Blackburn shares the secrets to getting started, maintaining momentum, and reaching your goals. Learn what rigor looks like in the classroom, understand what it means for your students, and get the keys to successful implementation. Learn how to use rigor to raise expectations, provide appropriate support, and meet the Common Core State Standards–whether or not rigor is mandated in your district! This book is filled with practical, use-the-next-day strategies for all grade levels and subject areas. Use the ideas to raise the level of learning for all of your students! [More] Descriptors: State Standards, Academic Standards, Educational Improvement, Goal Orientation
(2012). RTI Strategies That Work in the 3-6 Classroom, Eye on Education. This is a must-have resource for educators committed to meeting the needs of their struggling students in Grades 3-6. Teachers get a whole toolbox filled with research-based, easy to implement RTI interventions that really work! Get strategies in five core areas–plus correlations to the Common Core State Standards and effective scaffolding tips for English language learners!: (1) Listening Strategies help students understand academic language; (2) Reading Strategies help students comprehend text structures; (3) Math Strategies help students understand algebra fundamentals; (4) Speaking Strategies help students engage in structured group discussions; and (5) Writing Strategies help students compose informational and opinion-based pieces. [More] Descriptors: Writing Strategies, State Standards, Reading Strategies, Second Language Learning
(2012). Supporting Early Warning Systems: Using Data to Keep Students on Track to Success. Data for Action 2012. Supporting early warning systems is important because keeping students on track is vital to graduating all students college and career ready. Failing to keep students on track toward completing high school has perilous consequences for students, communities, and the economy. Predictive analyses are important to ensuring students are on track. Early warning systems provide the student-level information necessary to develop interventions that will help guide students back on track. States can utilize early warning data to work toward broader policy goals, such as school improvement efforts and alignment with the Common Core State Standards. [More] Descriptors: State Standards, Educational Improvement, At Risk Students, Graduation
(2012). Role of State Boards of Education in Professional Learning for Implementing College- and Career-Ready Standards, State Education Standard. Implementation of Common Core State Standards (CCSS), now adopted in a large majority of states, requires significant support. To realize the potential of these new college- and career-ready standards, states must focus significant attention on how to prepare educators for implementation. Key among the strategies is high-quality, sustained professional learning that moves educators from awareness and understanding to implementing, analyzing, and revising instruction, assessment, and leadership practices. Any shortcut in professional learning is likely to minimize the potential of the standards and undermine students' opportunity to be college- and career-ready at the end of high school. State boards of education have both the responsibility and authority to influence the quality and results of professional learning as a significant strategy to ensure implementation of reform efforts. To this end, boards should consider the following actions: (1) Define, implement, and monitor effective professional learning; (2) Build alignment and coherence between professional learning and the state's priorities and goals for the Common Core State Standards; (3) Establish adequate of resources for professional learning that incorporate strategic use of local, regional, state, and other public and private resources to ensure equitable access to, effectiveness of, and results from professional learning; (4) Consider flexibility in existing rules and added support for local schools and districts with varying needs; and (5) Build statewide stakeholder and public support for the role of professional learning in achieving education reform. State boards of education must acknowledge and act to the extent of their responsibility and authority to ensure that all educators experience effective professional learning to achieve the promise and potential of Common Core State Standards to prepare all students for college and careers. [More] Descriptors: State Standards, Educational Change, State Boards of Education, Board of Education Role
(2013). Literacy Gets "a" Makeover: Engaged Learning Boosts Student Achievement at Michigan High School, Journal of Staff Development. E.A. Johnson High School is located in Mt. Morris, Michigan, near Flint, where the city has felt deeply the impact of the area's economic decline. 72% of the student population qualify for free and reduced lunch. The staff was willing to make the changes necessary for success, but needed more than a book study. Many of the structures for professional learning were in place, such as opportunities for collegial dialogue, capacity building, and a focus on data, all conducted through department-based professional learning communities. The staff needed to analyze, summarize, prioritize, and personalize the Common Core State Standards. They also needed to model, discuss, analyze, and implement research-based classroom instructional practices aligned to the Common Core. These changes required scheduled monitoring and support. Finally, staff needed to assess student achievement, focused on proficiency in the Common Core, in a manner that provided feedback for further instructional decision-making and improvement. The staff was very committed but did not know what to do differently to get a different result. The authors of this article, as consultants, saw the need to clarify the school's vision for success, the Common Core State Standards, and what the changes look like in very explicit terms. This article describes the plan they created for professional learning, and strategies that were implemented for improved student achievement. [More] Descriptors: Learner Engagement, Literacy Education, High Schools, At Risk Students
(2012). Conversations among Teachers on Student Writing: WAC/Secondary Education Partnerships at BSU, Across the Disciplines. The Common Core State Standards (CCSS) create new common ground for high school-college collaborations through emphasis on expository writing in English language arts (ELA) and writing in content areas across the curriculum. This article, written collaboratively by a composition-rhetoric scholar and a secondary education leadership scholar who together directed Bridgewater State University's WAC program, further explores the CCSS in relation to WAC, discusses why WAC programs in higher education should seek to create venues for conversation among secondary teachers and college faculty, and shares several programs facilitated by the WAC program at Bridgewater State University that seek to open and sustain such conversations. [More] Descriptors: Common Core State Standards, Writing Across the Curriculum, Writing Instruction, Writing (Composition)
(2012). Teaching the Common Core Math Standards with Hands-On Activities, Grades 6-8, Jossey-Bass, An Imprint of Wiley. The new Common Core State Standards for Mathematics have been formulated to provide students with instruction that will help them acquire a thorough knowledge of math at their grade level, which will in turn enable them to move on to higher mathematics with competence and confidence. "Hands-on Activities for Teaching the Common Core Math Standards" is designed to help teachers instruct their students so that they will better understand and apply the skills outlined in the Standards. This important resource also gives teachers a wealth of tools and activities that can encourage students to think critically, use mathematical reasoning, and employ various problem-solving strategies. [More] Descriptors: State Standards, Mathematics Instruction, Academic Standards, Experiential Learning
(2012). Leading the Common Core State Standards: From Common Sense to Common Practice, Corwin. Many educators agree that we already know how to foster student success, so what is keeping common sense from becoming common practice? The author provides step-by-step guidance for overcoming the barriers to adopting the Common Core State Standards (CCSS) and achieving equity and excellence for all students. As an experienced teacher and principal, Cheryl Dunkle is well versed in staff members' perspectives and gives school leaders valuable tools for fostering the teacher and parent buy-in needed to put the CCSS into practice. This practical guide shows leaders how to implement the CCSS, which will ultimately result in continuous quality improvement in schools. "Leading the Common Core State Standards" addresses these key issues and more: (1) Communicating the CCSS to teachers and parents and attaining their buy-in; (2) Transitioning schools and districts to align with the CCSS; (3) Determining which teaching and learning practices need to change; and (4) Garnering resources and support for reforms. Many timesaving and supportive professional learning resources are provided, including guiding questions, an annotated bibliography, and a list of helpful references. These tools equip leaders to create collaborative structures and a climate of trust for sharing professional expertise and expanding the capacity of every staff member. There are no effective "quick fixes" in education. However, the steps outlined in this book will put you, your staff, and your students on a common-sense path to success. [Foreword by Douglas B. Reeves.] [More] Descriptors: State Standards, Total Quality Management, Academic Standards, Educational Policy